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Students listen to a story and make a short statement, which describes its main idea. e.g.
Main idea: A court in Germany has to decide whether Jona is a suitable name for a girl. Interview Group interview. Variation 1. Having gathered information about a famous person any student acts as this person. The other classmates interview him as if at a press conference. e.g. How many children have you got? In what films have you starred? What do you prefer for breakfast? Etc. Variation 2. One person interviews several people (e.g. two or more close friends). e.g. How many times a week do you meet? Do you celebrate holidays together? Have you common hobbies? Etc. Jig-saw Jig-saw listening. Students may listen to different parts of one text with the help of a cassette player, and then tell them to each other. Questionnaire Personality tests. Students are given a questionnaire to see what kind of people they are. Variation 1. Are you fashion-conscious? Students score their results according to the suggested scale to see what sorts of people prevail in the class. e.g. 1. You are invited to a party. What would you wear? a) Something new and fashionable. b) A traditional suit or dress. c) Does it matter? 2. How much time do you spend in front of the mirror before going out? a) More than fifteen minutes. b) Less than fifteen minutes. c) About five minutes. 3. What do you usually wear? a) Casual clothes, for example a T-shirt and jeans. b) Whatever's in fashion. c) What I feel like wearing. 4. Why do you like your clothes? a) Because I feel comfortable in them. b) Because they say something about the sort of person I am. c) I can't say I like my clothes. 5. You pass a clothes shop and see just the dress/suit you want. It's beautiful – but you haven't got much money. What would you do? a) I'd forget about it. b) I wouldn't buy it, but I would dream about it. c) I'd borrow money and buy it. 6. How often do you buy fashion magazines? a) Very often. b) From time to time. c) Never. 7. The colour in fashion this year doesn't suit you. What do you do? a) I wear it anyway —it's in fashion! b) I don't wear it. c) I don't care about what's in fashion. 8. How would you describe your style of dress? a) Fashionable. b) Not fashionable but 'me'. c) Style? What do you mean?
(taken from Speak Out 1999, № 2-3) Variation 2. Sleeping habits. Students answer the questions and compare their answers with those of their classmates. e.g. 1 How much time do you spend on bedmaking? a) 5 mins a day b) 5 mins every other day c) 5 mins a week 2 Before you go to bed do you a) pull open the downstairs curtains b) read c) eat 3 After a night's sleep do you find that the covers a) are as tidy as when you went to bed b) are all over the floor c) are in a heap in the middle of the bed
4 If you have trouble getting to sleep do you a) count sheep b) toss and turn c) lie still and concentrate 5 If you wake up in the middle of the night is it because a) you remember something you ought to have done b) you're cold c) you're hungry 6 If you hear a bump in the night do you a) get up cautiously and investigate quietly b) charge around the house with a weapon c) turn over and go back to sleep 7 Do other people complain about your sleeping habits? a) never b) frequently c) sometimes 8 When you have dreams are they mostly a) dreams about work b) nightmares c) sweet dreams (taken from Learning to Listen by Maley and Moulding, p. 3) (may be done at a pre-listening stage as well)
Survey (Opinion Poll) Class records. Each student in the group is given one question. They are to go around the class and find out how many times everyone in the class had done these things. When they have all finished, the information can be displayed on a poster. e.g.
(taken from Classroom Dynamics by J. Hadfield) Debate For or against? Students listen to the news (e.g. about cloning people) and speak for and against it giving arguments. e.g.
The following problems can be raised by the participants of the debate: Suppose we cloned a man. Are we really sure he will be a man? Who will be responsible for him? Who will bring him up? Will he be happy? Will he have the same rights as we have? What would happen if a dictator, someone like Hitler, cloned himself? Would we be able to survive? (taken from Speak Out 2000, № 3) Decision Making What else do I need? Teacher gives each student a list of products he/she has and reads the recipe of some dish. Students decide what they need to prepare this dish. e.g.
Spaghetti with meatballs For the meatballs: 1 clove garlic, 15g fresh parsley leaves, 1 small onion, 230g lean minced beef,, 230g lean minced pork, 3 tsp red wine, 2 tsp tomato paste, 1/2 tsp salt, plain flour for dusting, 2tsp olive oil. For the sauce: 1 onion, 1 clove garlic, 2x400g cans whole plum tomatoes in rich tomato juice, 1 tsp dried oregano or basil, salt and black pepper to taste. To serve: freshly cooked spaghetti. To make the meatballs, put the garlic, parsley and onion into a food processor and whizz until you have a coarse paste. Put the mixture into a bowl then mix in the remaining meatball ingredients with your hands until well combined. Shape the mixture into 20 meatballs, then dust lightly with flour. Heat the olive oil in a large pan then fry the meatballs for 3-4 minutes until they are a light golden colour all over. Remove them from a pan and set aside. To make the sauce, add the onion and garlic to the pan and fry for 2-3 minutes until softened. Return the meatballs to the pan with the tomatoes, oregano or basil and plenty of seasoning. Bring to a simmer, then cover and leave to cook for 15-20 minutes. Serve immediately with the cooked spaghetti.
Discussion Questions. Students discuss the ideas of the listening passage (e.g. about the profession of a teacher) using the questions given by teacher as prompts. e.g. 1. Which of the mentioned qualities are especially important for a teacher? 2. What qualities should an ideal teacher possess? 3. Etc. Planning Planning a menu. After having listened about eating habits in different countries students are to plan a menu for the family coming to stay with them. Students can be divided into groups to plan a menu for guests from India (group A), China (group B), France (group C), etc.
Problem Solving Survival games.
Variation 1. Desert Island. Students imagine that they are going to spend next three months on an island (on the moon, etc.) alone. Fresh water and vegetation are provided and there is no real danger from wild animals. Students are given a list of objects and are asked to choose 5 of them, which they would like to take and to put them in order of importance. They should also be prepared to say why they want to take these things. e.g. List of objects: axe gun knife trumpet blanket guitar medicine box clock hammer rope saucepan
Variation 2. Who is the next?
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