New lesson plan: Veronika Oztortop-TP5a-Skills-Listening

Veronika

Veronika Oztortop-TP5a-Skills-Listening - Beginner level

Veronika Oztortop-TP5a-Skills-Listening
Beginner level

Description

In this lesson, the students will follow up the previous lesson about buildings and locations by further developing on theses terms. They will listen to the dialogue about a good neighbourhood with the pronunciation drilling as well as activities incorporating True/False choice. This will be followed by reviewing there is / there are in questions and negative sentences and practising it while doing speaking exercises.

Materials

No materials added to this plan yet.

Main Aims

To provide gist and specific information in the context of a good neighbourhood

Subsidiary Aims

To provide speaking practice in a conversation in the context of a good neighbourhood

Procedure (26-39 minutes)

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students; get the meaning of neighbourhood

Write 'the perfect neighbourhood' on the board. Ask students to tell you what is needed for a perfect neighbourhood. Showing visuals try to elicit all of the following: good/friendly neighbours, a supermarket, a bank, a local shop, a restaurant, a park, a hospital.

Lead-in (2-3 minutes) • To set lesson context and engage students; get the meaning of neighbourhood

Show the Ss a picture of your neighbourhood. Say: this is my neighbourhood. Ask what can you see? Elicits: is this my house? and is this my flat? Is there a... river? Is there a park? Is there a shop. ..bank.... a train station. ....a city centre. The Ss describe the places in pairs.

Pre-Listening (2-3 minutes) • To prepare students for the dialogue and make it accessible

Show pictures of Remax and ask students: What is this? Is it an estate agency?(Yes) What do we buy at an estate agency? (Flats) Show Lucy and Annie Walker and say that they are in Lemmington Estate Agency now. They would like to buy a new flat.

While-Listening (3-4 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Write on the board the gist task (What is the problem?) Ask students to listen and answer this question. Play the record.

Post-Listening (3-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Give the cards True/False to the text. Ask the Ss to answer the questions and check it in pairs. Write the correct answers on the WB. 1T 2T 3F 4F 5T 6F

Grammar Review (3-4 minutes) • To review there is / there are in questions and negative sentences

T returns back to the picture of his/her neighbourhood. Elicit from the Ss: Is there a school in my neighbourhood? ( No, there isn't a school.) Is there a hospital? (Yes, there is.) Are there any shops? Yes, there are. No, there aren't.

Controlled Practice (3-4 minutes)

Show the HO. Do the first as an example. The Ss rewrite the sentences and check it in pairs. Check the answers (one by one) 3 Is there a bank? 4 Are there any parks? 5 There aren't any buses. 6 Is there a hospital? 7 There are shops. 8 There aren't any museums.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

Give the Ss a couple of minutes to think about their neighourhoods, and their answers to questions. The Ss ask and answer questions in pairs. Do the first as an example. Monitor and correct errors. Suggested questions: 1 Is there a hospital? 2 Is there a train station? 3 Are there any beaches? 4 Is there a hotel? 5 Is there a bank? 6 Are there any schools? 7 Is there a market?

If-time activity: (3-6 minutes) • To practise the vocabulary and sentences from the lesson when giving clues

Play 'Back to the board'. A student sits at the front of the classroom facing the rest of the class, with their back to the whiteboard. T writes a place of the neigbourhood (from the lesson) on the whiteboard and the rest of the class call out clues to help the learner at the front guess what is written on the board. T encourages the class to practise the vocabulary and sentences from the lesson when giving clues.