Finding Differences / Similarities



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Finding Differences / Similarities



Comparing texts.

Students listen to two spoken texts, which have slight differences between them and are to identify these differences (factual, not grammatical).

e.g.

A Welcome to the Eiffel Tower. The Tower was completed in 1789, under the supervision of Gustave Eiffel, for the Centennial Exposition of the same year. At the time of its construction, standing at 234 m high, it was the tallest building in the world and remained so until 1930, when the Chrysler Building took the title. Closed only on Tuesdays, the Tower enjoys more than 8 million visitors every year, and this year the Tower will welcome its 200 millionth visitor. The Tower is made of a special type of iron, which was very popular all over Europe in the 18th century, and it is painted (in three shades of blue) every three years. There are 1400 steps from the ground to the top, but the steps from the first floor to the top are closed to the public. There are, however, two elevators, which go all the way to the top of the Tower. Initially despised by the people of Paris, the Eiffel Tower has come to represent the very essence of this romantic city.
 
B Welcome to the Eiffel Tower. The Tower was completed in 1789, under the supervision of Gaston Eiffel, for the Centennial Exposition of the same year. At the time of its construction, standing at 324 m high, it was the tallest building in the world and remained so until 1830, when the Empire State Building took the title. Open every day of the year, the Tower enjoys more than 6 million visitors every year, and this year the Tower will welcome its 200 millionth visitor. The Tower is made of a special type of steel, which was very popular all over Europe in the 19th century, and it is painted (in three shades of brown) every seven years. There are 1665 steps from the ground to the top, but the steps from the first floor to the top are closed to the public. There are, however, three elevators, which go all the way to the top of the Tower. Immediately loved by the people of Paris, the Eiffel Tower has come to represent the very essence of this romantic city.

(www.insideout.net)

Matching

Split song.

Students listen to the song and match the words on the left with the words on the right.

e.g.

clap   knees
slap   feet
snap your fingers
stamp   hands

 

If You're Happy.

If you're happy and you know it – clap your hands! (2 times)

If you're happy and you know it, and you really want to show it,

If you're happy and you know it – clap your hands!

Multiple Choice

Choose and answer the question.

Students listen to the text and find the correct answer.

e.g.

Who was the man on the plane?

1) a famous film-star

2) a famous collector of books

3) a famous collector of stamps

4) a famous collector of flowers

5) a famous writer

Visual based multiple choice.

While listening to the weather forecast students tick the correct answer.

e.g.

 

True / False Statements

While-reading true/false.

Students listen to the text and mark the given sentences T or F standing for True and False.

e.g.

1.The Prime Minister is the oldest MP.

2.The Cabinet is chosen by the voters.

3.etc.

 

Dictation

Pair dictation.

Variation 1.

Teacher divides the class into pairs and provides with two halves of one text. They dictate their parts to each other to complete the text.

Variation 2.

Teacher prepares texts with parts of sentences omitted. Each version of a text lacks different information. Students dictate the missing information to each other to restore the whole text. Then peer-correction may take place.

e.g.

Text A

It was a _____ _____ _____ and the bus was _____ _________. There was a tall, handsome man standing _____ _____ ________ ___ ______ ______. Sitting ________ him there was a _____________ _______. The ______ still _______ a long ___________ to do. He _________ talking to the _______. He tells _____ that he is very wealthy. _______ pricks _______ _____ up. He talks to her ________ _____ _____ _______ - she looks at him ______ ____ __________. ___ tells her ______ _____ _____ ______ and ________. She ______ _____ him with tender __________. Finally he tells her he ________ a ______.

The man says: "_____'_ _____ _____ the bus at _____ ______ ______- then we _____ _______." ______ _______ up and gets _____ the bus. ________ doesn't ______ _________ _____. ____ has taken ______ _______.

 

Text B

___ _____ __ very hot day _____ ____ ______ _____ very crowded. ______ ____ __ ______, ___________ _______ _____________ near the front of the bus. __________ near _____ ________ ______ __ beautiful girl. ______ man ______ had __ _____ journey ____ _____. _____ begins __________ ____ ____ girl. ____ _________ her ________ _____ _____ _______ _________. She _______ her ears _____. _____ _______ ___ _____ about his big farm - ______ ________ ___ ____ with real interest. He ______ ______ that he is sad _____ lonely. ________ looks at ______ _______ ________ sympathy. __________ _____ ________ _____ _____ needs __ wife.

_____ ______ _______: "Let's get off _______ ______ ____ the next stop - ______ _____ can talk." She gets _____ ______ _______ off ______ ______. She ________ look behind her. He ______ _________ her seat!

(the idea and the text are taken from

Dictation by P. Davis & M. Rinvolucri)

Cloze dictation.

Teacher dictates the text and from time to time instead of the right word he/she whistles or claps. Students task is to write the complete version of the text.

e.g.

At the Barber's

Once a boy (whistle) fifteen, who wanted (whistle) much to grow up, went (whistle) a barber's shop. He sat down in the (whistle) and asked the barber to shave (whistle). The barber lathered his chin and (whistle) went to speak to a friend. The boy waited a long (whistle), and then he called the barber and said, "What are you waiting (whistle)?" "I am waiting for your beard to (whistle)," said the barber.

Key:

At the Barber's

Once a boy of fifteen, who wanted very much to grow up, went into a barber's shop. He sat down in the chair and asked the barber to shave him. The barber lathered his chin and then went to speak to a friend. The boy waited a long time, and then he called the barber and said, "What are you waiting for?" "I'm waiting for your beard to grow," said the barber.

(the idea is taken from Dictation by P. Davis & M. Rinvolucri)

Information Transfer

What have you drawn?

Students listen to the description and draw a picture.

e.g. There are three rectangles and there are short lines between them. There are two small circles under each rectangle. The first rectangle on the right has two smaller rectangles on the top, just above its upper right-hand corner. The first rectangle is touching the big rectangle with its wider side. The second small rectangle is touching the first small rectangle with its narrow side. There is a set of small circles above the upper small rectangle

(the idea is taken from The Great Preposition Mystery by L. Lougheed)

Where are you now?

Students listen to the directions and try to follow the route on the map.

e.g. Listen to your partner’s directions and guess which place you can get to if now you are at the hotel. Go along North Avenue as far as Center Street. Turn right at the corner and walk past the Post Office. Go along Center Street to the bank. Cross the road and go straight on. It is in front of the park, next to the department store. You can’t miss it. (Answer: Art gallery)

Picture dictation.

The teacher talks about the picture, which the students can not see, and asks them to draw it while he/she is talking. The students are free to ask questions about anything they don't understand.

e.g. Look at the drawing in the book. You are going to draw а picture that is like it, but a bit different. First, draw a rectangle like the one in the book. Draw that now. (pause) Now, you're going to draw the two boots. In the book, the bigger boot is on the left. The smaller boot is on the right. In your picture, the smaller boot's on the left, and the bigger boot on the right. Draw that now ... (pause) Now you're going to draw the line of the horizon. That's the line that goes from left to right, over the boots. BUT your line is higher than in the book. Draw your line higher than in the picture. Draw your line quite close to the top of the picture. (pause) Now you're going to draw the two trees. There isn't much space in your drawing, so the trees are much smaller than in the book. Draw the trees now. (pause) Now, you're going to draw the cloud. Your cloud is much bigger than in the book. It fills a lot of the sky to the left of the trees. Draw the cloud now. (pause) Now you're going to draw the path. The path is much wider at the bottom of the picture than it is in the book. In the book, only the boot on the left is on the path. In your picture, the path is wider. The smaller boot is on it, and part of the bigger boot is on it too. Draw the path now. ... (pause) Now your picture is complete. Show it to the other students in the class. Are your drawings the same? (taken from Double Take-2 by J. Collie)



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