Master of «Arts»,
University of Manchester, Great Britain, 2017
|Stage||Aim||Timing||Interaction||Teacher Activity||Student Activity|
|1. Warmer||Introduce topic and get students to predict some of the content and vocabulary of the listening text.||T-C
|Greet student. To tell them to sit in groups of 4.
— To tell that we are going to listen. Project headline and pictures from web which are downloaded beforehand on to screen.
To give instructions for a grp work.
|Students sit down.|
|3||1. What is the article going to be about?
2. How are these pictures of animals and people related to each other?
3. What can you notice from the people’s appearance?
Monitor as they work.
|Working in groups of four (tables), students have 3 min to discuss the two questions.|
|— Feedback on Q1.
— Elicit, drill, check transcription and meaning of:
— Matted (adj)
— Herd (N)
— Priest (N)
— Raise (V)
— On all fours (Phr)
| Students give answers.
Students give vocabulary items if they know them.
Repeat new words and phrases.
|2. Introduce and practise further vocabulary.||To familiarise students with vocabulary they will hear in the text.||T-C/
|4|| To use pictures and context to elicit:
— Desert, gazelles, reported, spot, doubt, legend.
— Use context to elicit/ introduce:
— To treat (reg verb)
— To abandon (reg)
— Hisses and barks (N)
— Grow up (V)
— Twitch muscles (V)
Drill items as they are introduced.
|Students suggest words/ phrases. Students listen and repeat. Note down words in vocab books.|
|To practise/consolidate new items.||T-C
|Hand out vocabulary matching activity and give instructions. (4 min time limit) Monitor. (Feedback on any problems if necessary).||Students work in pairs on vocabulary matching.|
|3. 1st Reading||To read text quickly to get a general understanding.||T-C||2||Put Qs on board:
Were your ideas correct- is the story about abandoned children who were raised by animals?
How many names can you remember and which animals are they related to?
To check students understand Qs. Set a time limit of 2 minutes.
|Listen to instructions.|
|In pairs||2||Students discuss to find answers (while students are discussing together, to put questions for stage 4 on board).||In pairs.|
|T-C/st-C||2||Feedback||Students give their answers.|
|4. 2nd Reading||To listen intensively for gist and more detailed understanding of the whole text.||T-C||1||Instructions for the 2nd listening. Look at board.||Students read the task from board.|
1. Students tick the right answer in the hand-outs while listening.
2. They need to remember the whole information from the text.
|All||3m||Students listen for the gist and details.|
|Group of 4||2||Discuss answers with partners.|
|1||Feedback – to listen to their discussion. To help with any problems.|
|5. Follow –up speaking activity||— To consolidate understanding of ideas in text
|T-C||1||Instructions: Work in groups of 4 to do task on board:
. What personal information is given about the earlier mentioned children from the text?
2. How do they behave themselves with certain types of animals they were brought up by?
3. How do you think- how can people help them to become as normal people?
4. To make sure they understand questions.
|In group of 3||8||To monitor and help if necessary. To note errors, but not to correct while students are talking.||To discuss how to help abandoned children to become as normal children if they were raised by animals.|
|3||To encourage students to comment on other’s decisions whole class discussion.||One student from each group reports on their decisions.|
|T-C||2||Correction spot. To praise what students did well. To elicit corrections for 2 or 3 common errors.
To set home work.
|T-C||2||Additional questions on the past lesson.|
Это план был составлен мною и оценен на 85% Британским Академическим центром TEFL (Teaching English as a foreign language) в 2016г. Сертификат имеется.
В данное время преподаватель английского языка в «Высший государственный колледж» г.Астана.