Cisel Derli Cisel Derli

TP: 1a - Cisel Derli
Intermediate level

Description

In this lesson, students learn about the expressions which introduce a question and an opinion through listening activities. The lesson starts with a quick brainstorm of dos and donts for job interviews and the teacher pre-teaches the new vocabulary which will help the students in the listening activities. This is followed by four exercises. The first two exercises (4a and 4b) are answering the questions about the track 7 and discussing each other's answers. The second two exercises (5a and 5b) are underlining the expressions which introduce to a question and an opinion. For a post-listening activity, the students are expected to give two examples each for the expressions introducing a question and an opinion and work in pairs to correct the mistakes in the dialogue on the page 129. Finally, if time allows, the students will practise the dialogue with their partners.

Materials

Abc Unit 1.3 Ex. 4a
Abc Unit 1.3 Ex. 5a
Abc Unit 1.3 Page 128
Abc Unit 1.3 Page 129
Brp4ktgfe63fhgmrhqfk tutor interview Tutor
Ltnbjocttig6huen37h8 expectation Photo 'Expectation vs. Reality'
Abc Unit 1.3 Ex. 4b
Abc Unit 1.3 Ex. 5b
Abc Photo on the p. 14

Main Aims

  • To provide an opportunity for students to develop their listening skills
  • To provide students an opportunity to develop their ability to listen for specific and detailed information.

Subsidiary Aims

  • To provide an opportunity for the students to develop their speaking skills.
  • To provide an opportunity for the students to use the vocabulary and expressions related to the subject 'talking about yourself' and 'interviews' in a speech.

Procedure

Warmer/Lead-in (2-5 minutes) • To refresh their memory and engage the students

Brainstorming: Teacher asks to brainstorm quickly of dos and donts for job interviews. The teacher elicits the word 'interviewer' and 'interviewee' by the help of te picture on the book. Make sure that everybody involves.

Pre-Listening (5 minutes) • To prepare students for the listening and pre-teach the necessary vocabulary

Pre-teach the words 'expectations' - 'refresh' - 'optional' - 'tutor' - 'demanding'. Use photos and create situations to let the students guess the words. Check the concept and write the words on the board.

Gist Listening (10 minutes) • To make the students prepared to answer the questions and develop their listening ability

Tell them they will listen to three different type of interview. Listen to the track 7. What types of interview are they and which interviewee didn't follow five tips? Do the exercise 4a. Students answer the questions individually then check in pairs (changing the answers with their partner).Monitor the progress and listen to the track again to check the answers if necessary. Discuss and explain why the auxilary 'do' is used in this sentence: '...actually, I do have a query.'

Listening for Specific Information (10-15 minutes) • To provide the students with a more challanging and detailed listening

Tell them they are going to answer more specific and detailed questions in the exercide 4b and let them read the questions before listening to the track again. Listen to the track again. Students answer and check the questions in pairs. Nominate students to tell the answers out loud. Monitor the progress and listen to the track if necessary.

Focus Students on Functional Language (10 minutes) • To make the students more familiar with the interview conversations

Explain the exercises 5a and 5b. Use the examples of expressions introducing a question and an opinion. Students underline the expressions in each exercises in pairs. After finishing, they can come to the board to underline the expressions if they feel confident. Project the page 128 on the board and revise the expressions. Give two examples each for expressions introducing a question and an opinion. Students give two more examples. Look at the page 129. The students correct the mistakes in the conversations and work in pairs. Nominate students to check the answers.

Roleplay (3 minutes) • To provide an opportunity for students to develop their speaking skills. To strenghten their ability to use the expressions in a conversation.

Students work in pairs and and practice the dialogue. Switch the students to practice the dialogue again if time allows.

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