Aya Aya

A listening about daily routine
Elementary students level

Description

In this lesson, firstly the teacher provides the Ss with the words that make them capable of understanding the following listening. Then the teacher asks them to listen for gist to the listening to do the first two exercises. After that, the teacher asks the Ss to listen once again to the listening but this time carefully to do the third exercise. In addition, the teacher also asks the Ss about their advice for Simon before listening to the second listening which is the last part of our lesson. The teacher provides the Ss with one controlled exercise to check their understanding of the vocabulary presented in the listening, then provides a free exercise about the routine of the weekend for each one.

Materials

Oxford university press?size=16&default=html Gap-fill hand out
Www.google Google images
Abc PowerPoint slides
Abc Listening 5,6

Main Aims

  • To provide practice in listening for details and specific information in the context of the stressful daily routine

Subsidiary Aims

  • To provide practice in speaking in the same context

Procedure

Lead in (2-3 minutes) • Set lesson context and engage students

The teacher provides Ss with a picture of a tired, stressful man in his work and asks Ss about his feeling, Is he happy? Does he need to sleep? Does he work alot?

Set the context (4-5 minutes) • Provide context for the target language through a hand out.

Provide Ss with a hand out of five questions related to the daily routine of each one. Ss will do the exercise in pair work. They are Yes/No questions. The questions are Do you sleep well? Do you do exercise? Do you drink coffee alot? Do you like your job or study? Do you have dinner with your family?

Pre_teaching (6-8 minutes) • Clarify aspects of the TL that LS don't know

In this stage, the teacher provides Ss with flashcards of some new words on board to clarify its meaning, pronunciation and form. The teacher may use CCQs to clarify meaning as well as PowerPoint slides. The teacher clarifies these words in order to make the listening easier to understand.

Listening for gist (2-3 minutes) • Give LS a reason to listen at a general level

The teacher provides Ss with a listening of five sentences in a specific numbered order. In exercise (e), the teacher gives them as well a hand out containing five pictures. Then, he asks them to put numbers from 1 to 5 according to their order in the listening. The teacher gives them a specific time and asks to work individually, then check answers with them.

Listening for specific information (2-3 minutes) • Give LS a reason to listen for individual items of information

The teacher asks Ss to listen again to the listening and then write down the five sentences in exercise (f) . The teacher gives them a specific time and asks Ss to work in pairs. Then, the teacher checks answers.

Listening for details (6-8 minutes) • Give LS a reason to listen at a detailed level

The teacher gives the Ss a handout of ten questions in exercise (g) . He asks them to read them for gist. Then , he asks them to listen to the following listening to answer the questions individually.The teacher gives them a specific time to do the exercise. After that, he asks them to check answers in pairs . Then they will listen one more time to the listening to check their answers again.

Listening for specific information (4-5 minutes) • Give LS a reason to listen for individual items of information

After, listening to the listening no. 307, the teacher asks about their advice for Simon and how he can live a more quieter unstressed day. Then the teacher asks Ss to listen to one last listening to get Professor Parker's advice for Simon in exercise (h) . Also, he asks the whole class who they think is more stressful in his/her life, Louisa or Simon in exercise (i) .

Controlled Practice (2-3 minutes) • Give LS the chance to respond to the text in writing.

The teacher provides Ss with a gab_fill hand out to check their understanding of the meaning of some words in the same context of the lesson . He gives a specific time then asks them to check answers in pair work.

Free practice (2-3 minutes) • Give LS the chance to respond to the text orally.

The teacher asks Ss about their weekend. Does it follow a typical routine or not? The teacher asks them to talk to each other then picks one or two to talk about his/her weekend

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