Kamal Kamal

Teaching practice 1
Intermediate level

Description

In this lesson,students are introduced to the idea of intercultural experiences via a listening exercise which is about an Argentinian's experience that he had in Egypt. In this exercise, students will listen for gist and for a specific listening task. Then, in the vocabulary section, the students will be introduced to expressions, such as "be used to" and "get used to". The students are then asked to write some sentences about themselves which are related to changes in their life. In the speaking section, students are asked to think about different aspects of their own culture, the relationships between different types of people, and how difficult it is for a visitor to get used to their own aspects of culture.

Materials

Hvwimggptpuj4lmgvacn vocab Vocabulary handout
Xyytmzbxqlucvkqt0ghl speaking Speaking handout
Wirundnrqo62uxsxroxo tp 1 Listening + Vocabulary PPT
Gn2kpiqqtzqamrzlzt0w listening Listening handout

Main Aims

  • To provide clarification and practice of lexis to talk about change in the context of cultural experiences.

Subsidiary Aims

  • To give practice in listening for gist and specific information, and speaking for fluency.

Procedure

Lead-in (3-5 minutes) • To set lesson context and engage students

T will use OHP to show Ss some photos of the city of Alexandria, Egypt. T will ask them to guess which city it is and what they think of it.

Pre-listening (6-8 minutes) • To prepare students for the listening

T introduces the exercise by telling Ss about an experience he had in Lebanon. T distributes a handout. T directs Ss attention to ex 1. T reads the main question aloud and asks Ss what they think they should do. After eliciting the instructions and making sure that the Ss know what to do, T asks Ss to work in pairs and gives them a time limit of six minutes. Instructions : Have a minute and think about your answer to this question. Ask your partner the main question, and then ask questions one and two to get more details about this topic, then swap roles and do the same.

Gist Listening (4-6 minutes) • To provide students with less challenging gist listening

T asks Ss to look at the photo of Federico and reads aloud the information about him and asks them to guess what he does and why he went to Egypt. T asks Ss to look at the photo of Alexandria on the top left of the page and asks them where they think this place is. T directs Ss' attention to ex 2 and reads it aloud. T stresses that Ss only need to get the answer for the two questions. T shows the two questions on the board using PPT to make sure that all the students know what to do. T plays the audio once. T asks Ss to check their answers with a partner. T asks them what their answers were and then shows them the answers on the board using the PPT.

Detailed Listening (4-6 minutes) • To provide students with more challenging detailed listening

T pre-teaches challenging key words, e.g. hospitable. T asks students to look at ex3 and read questions 1-6 T elicits the instructions from students Instructions: Read questions 1-6 and then listen and answer the questions on your notebook. T plays the track. T asks Ss to compare answers with a partner. T asks Ss for some FB. T show the answers on the board using PPT.

Listening for gist (3-5 minutes) • To provide students with a less challenging listening for details exercise

T directs Ss' attention to ex3. T asks Ss to predict how Fernando might feel six months later and what cultural difference he might talk about. T elicits the instructions for the exercise. Instructions: Listen to the track and answer the question. T asks Ss to compare answers. T asks for WC FB. T shows the answer on the board using PPT.

Vocabulary (2-4 minutes) • To priovde Ss with expressions related to change

T directs Ss' attention to ex 1 in the vocabulary exercise. T asks Ss to to look at 1,2,3 and a,b,c. T elicits instructions. Instructions: Match 1,2,3 with a,b,c in groups of three. T puts Ss into groups of three. T monitors to check that the Ss are working accordingly. T asks a fast finisher to come to the board and write the answers for 1-3.

Checking understanding of vocabulary (6-8 minutes) • TO ensure that students know how to use these expressions correctly.

T directs Ss' attention to ex 6. T reads the exercise aloud and makes sure the students know the meaning of the the words by asking some CCQ. T tells Ss about a personal experience using one of these expressions. T highlights that Ss only need to write five sentences, not six. T makes sure that all the Ss have a notebook or at least a piece of paper to write on. T gives a time limit of six minutes. T asks Ss to compare answers with a partner. T asks Ss for some WC FB.

Speaking (8-10 minutes) • To provide Ss with a speaking exercise in the context of the different aspects of cultures.

T distributes a second handout. T directs Ss' attention to the photo on the left. T asks Ss what they can see in the photo. T goes through 7a with the students and makes sure that they know the meaning of all of these words. T asks Ss to take one minute to think about their answers for ex. 7a and then to start working on ex7b by talking about them in groups of three.

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