Teaching Practice 2 - Listening and Speaking
To present, review and practice forms used in English for making recommendations and giving advice.
To practice listening to a conversation for general meaning.
Procedure (31-55 minutes)
Once the students are settled, I will ask them to get into groups of 3 or 4 and I will handout the photocopies for the day. I will ask them to look at the two photos at the top of the handout and discuss them in their groups. The focus question will be where are the people and how would you describe the picture. I will let the students know that this is about their opinion, and so there are no wrong answers. I will monitor understanding of the instructions at this point, but not the standard of English as this is not the aim. I will also use the time to write up the board to show at the top Staying at a Hotel - Staying in someone's home. There will be advantages and disadvantages sections under each title. I will write a disadvantage of staying at a hotel (expensive) as an example. After two minutes I will ask the students where the people are. I will ask the students to talk again in their groups and discuss the advantages and disadvantages of staying in a hotel, or of staying at someone's house. Once they start, I will go around and put a pen with each group and ask them to put some words in the appropriate box.
I will let the students know that we are going to listen to the conversations that these people are having. I will let them know that we will listen to the conversation two times. The first time, they should not write anything. They are listening for the gist. I will ask them to listen and decide which conversation belongs to which picture. I will also ask what the people in the pictures want to know. After listening we will check that they understood using the groups. Each group should write down their answers, and then check with another group. We will listen again, and this time I will explain that we will listen for the recommendations that are given. In each conversation, there are three recommendations. We should tick the three recommendations that are mentioned. I will write the four possibilities on the board, and wait until the listening is over. After we have listened a second time, I will explain that we will listen one more time, and as we do I will tick the correct answers. This will check the correct answers. After this I will ask if there are any questions. If for any reason the audio does not work, I will have the scripts ready. I will treat this as more of a reading activity. The students will work in groups to conduct the activities using the scripts instead of listening.
I will highlight the language focus task on the handout and ask the students in their groups to underline the phrases that the speakers use to recommend something. I will monitor the groups at this point. When groups finish I will give the recommendation language phrases.
If there is time, we will listen to the recording one last time to listen to how we can respond to recommendations. The students will need to tick the correct answers. I will explain that we will stop after each conversation to check the answers.
Remind the students about their lesson on Friday that involved culture. Tell them that a new teacher has just moved from America to Turkey and is very interested in learning about Turkish culture. Based on the discussion on Friday, and the phrases that we have learned today, ask them to discuss in their groups what they would recommend to this new teacher. If they wish to, they can use the sheet provided to write down their recommendations. Draw their attention to the board, and the discussion from the beginning. Will they recommend that the new teacher stay in a hotel, or in a Turkish persons home. While students are discussing this, I will monitor their pronunciation and drill them as necessary, but in the small group setting. After 5 minutes I will ask them to stand up and find a partner from another group. One person will be the new teacher, the other person will give them recommendations. Remind them to respond appropriately. Let them know that after they finish they should switch roles.