Guity Hady Guity Hady

Everyday problems
Pre-Intermediate level

Description

In this lesson the students learn about everyday problems. To speak about their problems they get familiar with some collocations which enable them to interact in everyday life.The collocations will be introduced and practised through listening and speaking tasks to the students.

Materials

Abc A slide of Tehran
Abc Pictures related to everyday problems
Abc Stripped handouts (Words & Definitions)
Abc Answer Keys
Abc Gap-fill handouts
Abc Missing words
Abc Memory cards
Abc Pictures of the book
Abc CD
Abc CD player
Abc Handouts for listening
Abc White board
Abc Markers
Abc Acetate

Main Aims

  • Students will be able to speak about everyday problems using nine words and collocations (such as, Miss a plane,Get stuck in traffic,...Etc...)

Subsidiary Aims

  • To listen to people talking about their personal problems in the context of real life conversations and to present the First Conditional for further Grammar work

Procedure

Icebreaker (2-3 minutes) • Review on "What...... like?"

Show students a picture, then ask :"What's my city like?" Elicit some information from students referring to the picture .

Stage 1-Brainstorming (3-5 minutes) • To activate schemata for everyday problems

Group ss and ask them what everyday problems they usually face in Istanbul.They put their heads together to think about their problems. Then using a mind map,I elicit the problems and have a quick wc feedback.

Stage 2- Matching activity (5-8 minutes) • To introduce the problems and the vocabulary related through a matching task (controlled practice) and some pictures to make the context more interesting.

I prepare 3 sets of handouts for ss :One on vocabulary ,one on pictures and one on definitions . I devide the class into groups naming them after different problems (such as: heavy traffic, terrible accident, crowded metro and nervous people.) The pictures will be on the board for future recap.But each group will receive two sets of stripped handouts on words and definitions. They'll try to find the right match.As a final feedback I'll show the pics and elicit the collocations.I 'll write the words beneath the pics.

Stage 3-Gap- fill activity (5-8 minutes) • To familiarize ss with the collocations related to everyday problems (Get stuck, Get lost,Etc...)through controlled practice.

In their groups, I'll give each group 1 Gap-fill handout,they try to complete it with the clues on the board. Once done ,they check with other groups. The AK will be given to groups to check( On the wall).

Stage 4- Pelmanism (5-8 minutes) • To master the collocations through repetition while playing a game

I prepare some memory cards for them to play so that they can remember the collocations.Different collocations are written on identical pieces of paper but not as a whole.Each part on one piece.The pieces are faced down on the table .Each s will pick 2 ,face them up check if they have the right match.If yes they will keep them if not they will put them back where they were.The winner will be the one with the most number of cards. This time there will be 2 groups competing with each other .(Different groups devided according to colors.)

Stage 5- Pre-listening task (3-5 minutes) • To introduce the listening through activating schemata using pictures

Devide the class to 3 groups (1s,2s and Christmas Trees). Each group receives a picture . They try to find the problem.Then they mingle and talk about the problems.

Stage 6 - While-listening 1 (2-3 minutes) • To listen for specific information

I play the CD for them asking them to check for the right answer.

Stage 7- While-listening 2 (3-5 minutes) • Scan -listening for specific information

I ask ss to look at the pics again paying attention to people's names .Then I'll give them handouts ,ask them to listen to the CD once more looking for different type of info. (Who said these sentences?) Fourth time they listen and check the answers.

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