To help Ss practise listening skills within the context of education.
To help Ss gain the target vocabulary and speak about the education system in their country
Procedure (45-55 minutes)
T greets Ss and aks the following questions; "Who am I?", "Who are you?", "How do we come together?". With the help of the questions she tries to elicit the word "education". If Ss cannot utter the word, she uses ITI as an example or writes "www.hacettepe.edu.tr". Focusing on the specific word 'edu', she helps Ss to utter the word 'education'. T explains the meaning of education and writes it on the board. Through brainstorming, she elicits 'learning', 'school', 'university' and draws a mind map on the board.
T asks "Where do you get education?" and elicits schools. She asks "Do you get all your education from one school?" to narrow the broader context of education to schools. T asks "Are the schools only places to get education?". She elicits learning centers. By asking questions T, narrows the broader context of education to schools and learning centers. She explains people get education at different ages in different learning centers. T tells Ss they are going to have a look at different types of schools. She tells schools have different names in UK nad US. She shows the folded HO and gives the instructions for the first put-in-order activity. She shows a demo for UK. T sets the PW and gives the HOs. Students work in pairs to put the schools in UK and US in order they attend them. ICQs: Do schools have the same name in US and UK? (No) Are you going to match the schools in UK anad US? (No) Are you going to put the schools in order you attend them? (Yes) Ss listen to audio track to check their answers. T asks "Can you tell me some places where people get education. T explains we have different learning centres and we will at them in groups now.. She sets the GW and gives each group a set of cards. Ss match the places for eduation with descriptions. T encourages Ss to use dictionaries if they need. When they finish they check their answers from WB. T tells Ss to unfold and copy the correct matching on WB to their HOs. T does choral drill for five learning centers and gives FB if there is any ambiguity. ICQs: Are you working alone? (No) Are you working in groups? (Yes) Are you writing descriptions for places? (No) Are you matching the descriptions with places? (Yes)
T tells Ss that they are going to listen and learn about centers of learning in the world, but before that they need to revise some words together. T draws a timeline on the board and tells this shows the history of men. She marks a point and writes "Jesus was born". She divides the timeline into centuries by asking questions she elicits 'century'. She shows a picture of the world map, shows Macedonis, aks "Who was the king of Macedonia". She elicits "Alexander the Great". She asks "Which centry did Alexander the great live in?" She elicits. She points 'Egypt' and elicits it. She tells Alexander the Great came and conquered Persia. She checks if Ss know the Great Library of Alexandria. T gives FB if needed. She marks a point on the board and writes 1923. T asks "What happened in that year?". She elicits 'Turkish Republic', 'Atatürk'. She asks "Was there Turkish Republic before that day" and elicits. She begins thew sentence "There wasn't Turkish Republice before 1923. Atatürk ....... Turkish Republic in 1923." She encourages Ss to complete the missing part. T elicits 'found' T tells one of her friends live in İstanbul but attends lessons in University of London. She asks "How do you think it's possible?". If Ss have difficulty in coming upo with "distance learning", T tells she attends a learning programme. She asks "Do you think she attends a full time programme?". She elicits 'distance learning programme'. The pre-teaching of the target vocabulary follows "elicit-CCQs- drill-write- parts of speech" pattern. T tells Ss to unfold the HOs and have look the first exercise. She tells they will listen to a lecture giving information about three important first centers of learning. Ss asks Ss to write the names of the centers in order they hear. T demos the first one. Ss listen only once, compares their answers with their partners. T writes the answers on the board. ICQs: Are you going to write important information about the learning centers? (No) Are you going to write the names of the leraning centers? (Yes)
T tells Ss to turn over tha page and shows the chart. T projects the chart on the board and tell Ss that they are going to listen to the same track again, but this time they need to fill the chart. She explains the chart, ask ICQs and does the first column as demo. Ss listen and try to fill the chart. Once they finish, they compare their answers in pairs. They listen for a second time. Volunteer Ss come and write the answers on the board. They check the answers as a whole class. T gives FB. ICQs: In which box are you writing the years or centuries? (When) In which box are you wrting the cities and countries? (Where)
T tellls Ss now that they've learned about the important centers of learning around the world. It's time to talk about the learning centers and education system in their country. She points the last activity and asks Ss to share their opininons with the help of the questions. She sets the paired conversation. T monitors and takes notes while Ss are working on the task. She writes the common mistakes on the board and they do error correction as a whole class.