Intro: Teacher:
“Hello, how are you?” “What did you do last weekend?”
Teacher: “To we
are going to list to a conversation. Ready?”
(Teacher takes plays
mp3 from the computer)
Teacher: OK. We are
going to listen to some dialogue. Listen and I will ask questions
later.
Explain brother,
sister, father, mother, grandfather, grandmother using quick
drawings.
(Listen 2 times)
Ace:
“Can you meet me tomorrow for coffee?”
Lucas:
“Sorry, I can't, I have to go to my Grandfather's
Birthday party.”
Ace:
“How old is your grandfather?”
Lucas:
“He's
68.
Ace: “Where is the
birthday party?”
Lucas: “At my
parents house.”
(Teacher asks
students: “Who's birthday is it?”
“How old is Ace's
grandfather?”)
(Listen 2 times)
Ace:
“Can you meet me tomorrow for lunch?”
Lucas:
“Sorry, I can't, I have to go to my Grandmother's
Birthday party.”
Ace:
“How old is your grandmother?”
Lucas:
“She's
65.
Ace: “Where is the
birthday party?”
Lucas: “At my
parents house.”
(Teacher asks
students: “Who's birthday is it?”
“How old is Ace's
grandmother?”)
(Listen 2 times)
Lucas:
“Can you meet me tomorrow for dinner?”
Ace:
“Sorry, I can't, I have to go to my sister's
Birthday party.”
Lucas:
“How old is your sister?”
Ace:
“She's
19.
Lucas: “Where is
the birthday party?”
Ace: “At Shinjuku
Station.”
(Teacher asks
students: “Who's birthday is it?”
“How old is
Lucas's sister?”)
•Teacher gives a
hand out with some questions for the students. The handout contains
places a chart, name, family member, family member name, age of
family member
Teacher: “Now, you
are going to ask your classmates and fill in the blank.”
(Teacher helps the
students as they ask each other the questions.)
Class is finished.
Who
are your learners and what is the skill you are focusing on for this
lesson?
University/college
students of Japan. Beginner/intermediate level all of the students
have had some English during junior high and high school. Some
students level is higher than others. I'm focusing on family and
age. How to ask “How old is your brother?” (Mother, father,
grandfather, brother, sister).
How
will this resource enhance your language lesson?
I
think using audio that is created by the teacher makes the class a
little more interesting for the students. They might pay attention a
little more if we've never had any listening activities in class.
Doing the same thing in every class makes things boring. Listening
to a conversation and asking them some questions about the
conversation to help get them talking in English. I can send a link
to the audio to the students email and they can listen and practice
at home. A potential homework assignment could be to have the
students record their own personal answers to, “How old is your
brother? (sister, father, mother).
What
directions handouts (or verbal directions) will you need to create?
I
would need a handout with the dialog English and Japanese translation
as well as the chart so students can fill it in during class. After
I ask them questions about the dialogue I would need to
communicate/demonstrate to them that they will ask the other students
name and age of a family member.
What
tech support will you have or will you need to provide students?
I
will need to make sure the computers and speakers work before class
starts.
What
are the potential problems, either language based or technical, that
you may
need
to troubleshoot or prepare for?
Some
potential problems are the the computers not working. If so I could
always read the dialogue myself.
I find that my students for some reason pay attention much better if they are watching a recording of me. It's a little strange. However, a side benefit is that it frees me up to circulate and help students 1:1.
ReplyDeleteI think a fun extension activity could be that students come up with their own dialogues and record them for you. If that is too hard, you could write dialogues as an information gap activity where they need to fill in the age and family role.
-Hetal Ascher
I like the lesson and use of audio of yourself to vary it up instead of you just speaking. As Hetal said, for some reason this seems to get students' attention more. Part of that could be because students need to listen more closely as there are no visual cues as to what is being said. You could do another similar activity where you record yourself leaving fake voicemail messages and see if students can listen for key information in them.
ReplyDelete