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Listening: Daily life in Australia, Writing with negative and positive sentence forms
Elementary level

Description

In this lesson ss listen to a CD on daily life in Australia. Ss begin with a warmer. T chooses 5 vocabulary from tape script to pre-teach (unblock) and has students match words to meanings. Ss listen to the CD for gist and then again for an intensive task.T will briefly focus on positive and negative sentences (don't). Then ss will complete a gap fill task (practice 1) using the target language. For further practice ss will complete a writing task using the target language and everyday life vocabulary.

Materials

Abc jigsaw vocabulary warmer
Abc Frequency Adverb HO 1A
Abc Frequency Adverb practice HO 1B (back of HO 1A)
Abc Tapescript
Images.google World/Australia Maps

Main Aims

  • To provide gist, specific information, detailed and inference listening practice using a text about life in Australia in the context of listening

Subsidiary Aims

  • To provide review of of positive and negative sentences in the context of daily life
  • To provide product writing practice of positive and negative sentences in the context of daily life

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T asks students is they have been to Australia. T chest World Map/Australia. Where is Australia? Sydney is a city in Australia (Write Sydney under vocabulary on board) T gives ss jigsaw matching activity (GW) to ss to guess vocabulary meanings. check. T writes vocabulary on board and drills pronunciation and stress. (about, half past..., except, park, apartment)

Pre-Listening (1-2 minutes) • To prepare students for the text and make it accessible

T gives ss HO 1A (pg. 29) to read questions for exercise 1. 1 minute. T reviews sequencing to clarify instructions.

While-Listening Task #1 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks.

T instructs ss to listen to CD about Life in Australia and sequence the questions from 1-7. ICQs (Do you work alone or in pairs? Do you sequence? With number or letters? What numbers do you use?) T plays tapescript. Ss work alone. (pw) to check answers then elicit answers from students/nominate students. .

While-Listening Task #2 (10-12 minutes) • To provide students with more challenging detailed deduction and inference listening tasks

T chests HO 1A and shows ss exercise 2. T instructs ss about T/F sentences. Tick true sentences. ICQs (Do you tick true sentences or false sentences?) Ss have 1 minute to read sentences. T plays CD again. GW to check answers against printed tapescript. O-C FB.

Post-Listening (6-8 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learned

Quickly review positive negative sentences do not/don't. Demo to students on WB (ex: I live in a house/I don't live in a house, You go to work at 9:00/You don't go to work at 9:00, We have lunch in a cafe/We don't have lunch in a cafe). Elicit a few sentences from students (I _______ have a big lunch, We _______live in a flat). CCQs T gives ss HO 1B gap fill and correction of information. (PW) When complete, Ss mingle to compare answers about life in Turkey.

Productive Tasks (8-10 minutes) • To provide an opportunity to practice target productive skills

T chests HO 1B. T instructs ss to complete exercise 3. Write 6 true sentences about themselves. Use positive and negative sentences. Use the ideas in the box to make sentences. T demos (ex: I live in a house/I don't study a lot on the weekend) (PW) ss read their paragraphs to another classmate. Extra activity: If extra time, ss write a short paragraph about their everyday life. What do they do everyday/not do everyday? Use positive and negative sentences (4 new sentences)

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