New lesson plan: Days to remember, lisening

Hisham Bdour

Days to remember, lisening - Beginner, A1 level

Days to remember, lisening
Beginner, A1 level

Description

In this lesson, Ss develop their listening for gist and comprehension skills through the topic of days to remember. They will begin with a discussion on important days through pictures. Students will study the blocking vocabulary through this discussion. Following this task, students students listen to a track with three people talking about their amazing days. During the first task, Ss should answer the question what were their amazing days? On the next play through, they then answer questions looking for more detailed information about track. Then Ss discuss their own thoughts and feelings about a day the remember. Ss do a task to study the contarcted forms of was and were in sentences. After that, Ss listen to sentences and identify was and were. Finally, Ss work in pairs to compare answers.

Materials

No materials added to this plan yet.

Main Aims

To provide gist listening practice using a text about days to remember in the context of amazing days

Subsidiary Aims

To provide fluency and accuracy through speaking as a receptive skill in the context of a discussion about amazing days

Procedure (25-37 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students, as well as provide the opportunity for vocab related to days to remember to be recycled.

T displays some pictures and encourage and elicits the topic days to remember or amazing days. T encourages sts to answer questions about the pictures to elicit blocking words. For example, T will display pictures of two dishes one full but the other empty to elicit the word empty. T introduces blocking words through the discussion. The words are empty, New Years Eve, fireworks, seat and concert. T will elicit meaning, form, pronunciation and stress.

Pre-Listening (5-7 minutes) • To prepare students for the text and make it accessible and predict what kind of content they are likely to hear.

T asks a student to read the sub heading three amazing days. T asks ccqs how many amazing days are there? Sts answer three. T displays and reads ex 2 b and explains that sts will listen to three people, Melanie, Tania and Pascal talking about three amazing days by reading ex 2b. T writes the three names on the board and checks instructions by asking how many people will talk? what are their names? Sts listen to the track. Having finished listening, sts check their answers in pairs. Then T asks the question again and sts raise their hands to answer.

While-/Listening #1 (7-12 minutes) • To provide students with less challenging gist and specific information listening tasks

T says you are going to listen again to Melanie, Tania and Pascal talk about their amazing days. T reads ex c " choose the correct words in these sentences. T checks instructions by asking sts what are you going to do? how many words are there in each sentence to choose from? what are the words in the first sentence? Then T plays the track and Ss answer. T checks if students could answer all the questions or not. If not T replays the audio track. Then Ss work in pairs to check their answers. T asks sts to read the sentences aloud.

While-Reading/Listening #2 (5-6 minutes) • To provide students with listening tasks about the pronunciation of was and were in sentences and their contracted form

T writes the sentences I waz /wəz/ at the World Cup Final (sts studied the verb to be before)T asks students if the sentences are in the present or the past. We were /wə/ near the Opera House the sentences T asks Sts to listen to track 8.3 about the pronunciation of was and were. T elicits the contracted form by asking Sts to repeat what they heard. T lets Sts listen again. and writes the contracted form on the WB I waz /wəz/ at the World Cup Final.We were /wə/ near the Opera House. Sts repeat individually and chorally. Sts listen and do ex 5. Sts compare answers in pairs.

Post-Reading/Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Sts share their ideas in a speaking task about their days to remember as a receptive skill. Sts work in pairs to tell their amazing days. T changes pairs and Sts tell and listen to the partners tell their amazing days.