Timo Dalocsa Timo Dalocsa

Copy of Listening - Going Out
Pre-intermediate level

Description

In this lesson students will do two listening activities based on a recording about "going out". The first activity will be listening for gist and in the second one students will listen for specific information. As a post-listening activity students will discuss in small groups about asking someone out to practice speaking for fluency.

Materials

Deckymlqwutdimsqvtmm 41 1.41 Recording II
Pneytjvwuphkmwkqlvis 40 1.40 Recording I
Flulpbwijlpoefygaele characters Characters' Pictures
Moebdjvwsqpsroaoxzpo pictures Pictures
Ppxcbpqmqpszjgyucwwh discussion questions Discussion Questions
Nogebarwzdvyufshvvoj about who About Who

Main Aims

  • To enable students to listen for specific information in the context of two recordings about "going out".
  • To improve listening for gist skill to find the main idea of the recording without getting lost in details in the context of two recordings about "going out".

Subsidiary Aims

  • To provide an interesting topic for discussion
  • To present a model for speaking activity in class and also for real life situations
  • To provide fluency speaking practice in a discussion in the context of asking someone out

Procedure

Lead-In (6-9 minutes) • To activate Ss' schemata, set lesson context and engage Ss, to expose students some of the new vocabulary in the recordings

- T presents on the WB some pictures of famous people. - T elicits from Ss who they are and what they know about them. - T explains that they are famous people she likes to meet and talks about what she would like to do with these people if she met them. - T gets Ss to write the names of three famous people they would like to meet and the reasons for their choice. - T puts the Ss in small groups and make them share their opinions. - T gets some WCFB.

Presentation (7-9 minutes) • To practice listening for gist skill

- T presents the characters, Ruby, Davina, Patrick and Stuart on the WB. - T writes on the board these questions and divide the board into two to indicate that Ss will listen to two recordings: 1. Who? 2. What? - T asks Ss to listen to the recording and answer (1) Who is talking to who? (pointing to the characters on the board) and (2) what are they talking about? - Ss listen to the recording. - T asks Ss to check answers in pairs. - T gets WCFB.

Practice (16-19 minutes) • To practice listening for specific information skill

- T presents the questions for the second activity on the WB along with the pictures of the four characters. - T puts Ss in pairs and wants them to discuss whom each sentence is about. T warns Ss not to write anything yet. - T writes (D) (P) (S) AND (R) under the pictures of the characters. - T asks Ss to write the letters indicating the people each sentence is about. T reads the first example in the activity. - T gives Ss the handouts. - T plays the recording and Ss listen to it. - T asks Ss to compare their answers in pairs. - T plays the recording again and Ss listen to it. - T rearranges Ss into pairs and asks them to check their answers. - T gets WCFB.

Post-Listening (6-9 minutes) • To give Ss practice in speaking for fluency

- T presents these discussion questions on the board: * When there is a person you would like to go out with, is it difficult to ask them on a date? Why? * Do you know any great ways to ask? * Is it easier to ask someone you already know as a friend, or a complete stranger? * What happens if they say no? How would it feel to be rejected? - T asks one of the questions to one S as an example. - T puts Ss in small groups of three and four. - T gives Ss the questions. - Ss discuss the questions in their groups. - T gets some WCFB.

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