Emanuela Pellizzetti Tümer Emanuela Pellizzetti Tümer

Teaching Practice 4
Upper-intermediate level

Materials

Abc Listening: public art projects debate.
Abc -EVER words worksheet.
Abc Listening Transcript
Abc Fill in the blanks: reading post listening.
Cyourijtrxsa88wtsmem vocabulary appendix Vocabulary Appendix.
Bpc2wy8lq8ok0hgeq2tx lead in art. Lead-in in art.
Abc Whatever!- pick a card game
Ne4ddissqoovkwyi6ret complete the quotations with whoever Controlled practice- quotes.

Main Aims

  • My main aim in this lesson is to provide new vocabulary by elicitation and by listening, then, after having set the topic, my goal is to present and clarify the -ever words, again after having them elicited and found in a text.

Subsidiary Aims

  • To provide gist listening practice using a text about art galleries and to develop the students ability read in depth for specific information.

Procedure

Warmer/Lead-in (7-8 minutes) • To set lesson context and engage students: quotes to activate deduction.

The lesson will start having 3 quotes projected whose common meaning is the importance of art. SS will be invited to share their impressions, emotions and feeling about them as a whole class feedback. Then, I will set the context for the listening by eliciting 2 words that refer to the text. Curator/Consultant.

Into the topic: listening of a radio interview+ delay reading. (10-12 minutes) • To provide context for the gist reading through a semi-controlled and controlled practice task

SS will be given a handout and while listening, they will look for some information in order to answer to some questions on the top of the handout. 2 minutes of time limit set for discussion in pairs. Then, I will provide them the transcript and along with handout (that will be folded up) they will be asked to complete the sentences in ex.3. Answer key will be written on the board but if needed, i will give help those students that may not have some answer wrong.

Second presentation of specific lexis. (10-12 minutes) • To clarify the meaning, form and pronunciation of the -ever words.

SS will do ex.1 on page 48 and invited to match the statements. As they are finished, they will be pushed to discuss in pairs if they noticed any specific word in the sentences, any particular way of saying something - (elicitation of the content) I will collect the answers trying to invite everybody to share their deductions and on the board I will write some clarification and I will drill pronunciation of however, whoever, whatever, wherever and whenever.

Whatever! game (9-10 minutes) • To provide students with practice of the vocabulary and speaking for fluency.

SS will be labeled and work in groups of 3/4, they will be given a set of handout on which they will find some questions or statements. In turns, one will start and will read the sentence in a natural way to one of the others in their group. This student must answer with an appropriate reply containing an -ever word form. Example given: A- What's the best time of the year to visit your country? B- Whenever you come, it's always perfect Turkey! They will be put into real practice and have fun at the same time. I will support them throughout the game, trying not to interfere with their conversations but noticing if any error in form or pronunciation occur, and mention it in a delay correction to whole class.

Controlled practice (optional) - -ever words (4-6 minutes) • To clarify this specific vocabulary in case of struggling of the ss.

This task has been prepared as an emergency one INSTEAD of the freer practice (if time allows, of course). The handout consists of a list of quotes in which SS are asked to fill in the blanks. If not done, the HO will be given as a homework. SOLO+PW

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