Material Development 3
Topic: Housing
Hongbo Zhu
Level: Low Intermediate –
Intermediate
Size of class: 20 students
Age: 14-16
Time: 60 minutes
Textbook: Look Ahead
This
lesson includes (check those that apply):
1.
Warm-up Activity (5-7 minutes):
Purpose: To get
students engaged to the topic and exchange personal information through
information gaps.
Procedures:
Ø Ask students to find a partner to ask and answer the questions on
the questionnaire. (See appendix A)
Ø Ask volunteer students to share their answers.
Transition: (from warm
up to vocabulary build-up): Yes, as you can see, our topic today is “housing”.
Now, let’s look at the following vocabularies:
A house, a tent, a cottage,
a cave, a mobile home, a houseboat, a hut, a block of flats, a caravan, (RV), a
farm house.
2.
Vocabulary Build-up Activity (8-10 minutes):
Procedures:
Ø Ask students to get into groups of 4.
Ø Ask students to look up the vocabularies in a dictionary. Each group
member can look up several vocabularies and then explain the meanings of the
words to the rest of his/her group member.
Ø Ask students to use 2 minutes to match the vocabularies with the
correct pictures.
(Appendix B)
Ø Ask each student to present one vocabulary to the whole class.
3.
Pre-listening Activity (5 minutes):
Purpose: to scaffold
students with direction vocabulary related to describing a picture.
Procedures: (sequence as needed for activity)
Ø Key
Vocabulary
1. Ask students to use a minute to
write down the words that can be used to describe directions, such as in front of, at the side of, in the center of, etc.
2. Ask
students to work in pairs to compare the words they write.
3. The
instructor will go over the words with the whole class and show the words on a
PowerPoint slide. (See appendix C)
Ø
Comprehension
Check
Ask
the students the following questions:
Ø
Where is the pencil? (It is on the table.)
Ø
Where is the book? (It is in front of the pen.)
4.
Listening Activity: (15 minutes)
Purpose:
Ø Identify the main ideas and details that support the speaker’s
purpose while listening
Ø Organize, compare, and contrast details, examples, and inferred
information from
three pictures
Ø To get students using strategies to take notes while listening in
order to pay attention to details and accuracy
Ø To get students listening to listening passages that related to
vocabulary words related to housing
Ø Summarize information from listening passages and individual notes
Procedures:
Ø Students will work in pairs.
Ø For the first time, teacher plays the audio without pause. After
listening to the first time, students will be asked to choose a picture out of
three that the listening material describes after the first play (Appendix D).
Ø For the second time, audio will be paused for 2 seconds after one or
two sentences with a 15 words’ length on average in order to give students time
to take notes about the location of the given items.
Ø For the third time, the aural passage will be played without pause, which
caters to providing students a chance to revise their notes and to notice
certain expressions that to show the uncertainty such as I suppose, probably, it looks like…etc. (see Appendix E).
5.
Pronunciation Activity (10 minutes)
Purpose:
Ø Recognize the linking sounds of English that are crucial to
understanding meaning and pragmatic function.
Ø Produce the linking sounds of English that are crucial to
understanding meaning and pragmatic function.
Procedures:
Ø Introduce the linking sounds to students and demonstrate the linking
sound,
Ø Students listen to the material while reading the script and ask
them work in pairs to find out the linking sounds in the script such as “used to”, “put up”, “ an area” (see Appendix F).
Ø Teach students pronounce the linking sounds students found in the
script explicitly.
6.
Speaking Activity (15 minutes):
Purpose:
Ø Participate in class and group discussions on a variety of familiar
and content specific topics
Ø Formulate, express,
and defend individual ideas, opinions, predictions, and inferences
Ø Evaluate the speech
production and its content of self and others
Ø Deliver speeches to an
audience using effective presentation skills
Ø Integrate vocabulary,
grammar, and pronunciation into speaking tasks
Procedures: (sequence as needed for activity)
Ø Presentation of the activity
1.
Ask
students to get into groups of four.
2. Instruction: Among the four students in each
group, there will be one student describe a picture of housing (see Appendix G)
by using the known vocabulary that they have just learned in the class, and the
other students in the group will try to draw a picture of housing according to
the speaker’s description. Only the describer can see the picture, and the
drawers will interact and negotiate with each other within group in English
(The biggest challenge for this task is to prevent students using their
3. The describer should record his/her voice through
vocaroo website. Then the teacher will play the voice clip to his/her group
member.
4. After all groups finish drawing their pictures,
the teacher will play all the voice clip from each group and ask the rest of
the students to pick the one who did best in describing the picture.
5. At the end, the teacher will show the drawings
from different groups to the whole class, and see which group has the most
similar one as the shown picture.
Technology:
Vocaroo (On-line voice
recorder): Students will record their own voice on this website when they
describing the picture.
PowerPoint: The
teacher will show students all the pictures through PowerPoint slides.
Overview:
This
listening and speaking class is taught in EFL setting, China. For this
listening and speaking class, our target students are high school students with
low-intermediate to intermediate level of language proficiency. This
communicative-based course aims at providing 20 students from age 14-16 to
improve their listening and speaking skills apart from the textbook focuses on
grammar they use in school.
The
using of vocaroo website which is the online voice recorder will offer them an
opportunity to record their own voices and go back to check their own voice in
order to let other students to judge who did the best job in describing things,
which means who has the highest level of speaking proficiency. It is an
effective way to check students’ speaking ability since they can go back to
hear the voice clip again and find the problems. This can help them to clearly
notice their mistakes and correct the mistakes in the future.
