Ehsan Taebi Ehsan Taebi

My first flat
A2 (Elementary) level

Description

In this lesson Ss learn the vocabulary for home furniture. They will then listen for specific information and read for detail through a telephone conversation between a father and his daughter moving into her new flat. The lesson ends with some semi-controlled practice in speaking using the TL of existential clauses with 'there is/are'

Materials

Abc W/B
Wwixueiwq92wm9mz7qbj tp6 PPT: My first flat
Xlyggw0rqizfd7lk9oav furniture wall stickers Furniture Photos/Labels
Cnpfvjg8riaryorsr9hj listening answer key Listening for detail - ANSWER KEY
37cqtn3as6asttut26z7 worksheet a Worksheet: My first flat - STUDENT A
Sptpm92scgrpu1pzxhog worksheet b Worksheet: My first flat - STUDENT B
25oypoegtncbbeqcvvhv 52 track 52 Straightforward Elementary Coursebook, Audio Track 1.52
Abc W/B
Abc W/B
Abc W/B
Abc W/B
Abc W/B

Main Aims

  • To provide Ss with vocabulary practice of home furniture in the context of moving into a new flat as well as provide them with accuracy speaking practice in a semi-controlled conversation in the context of moving into a new flat

Subsidiary Aims

  • To provide specific information listening practice using a text about moving into a new flat in the context of telephone conversation between a father and his daughter
  • To provide deduction reading practice using a text about moving into a new flat in the context of a telephone conversation between a father and his daughter

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Show PPT sld 2 and say 'This is my flat in Istanbul. But it's empty, There is no ... I need some ...' Elicit the word 'furniture' by pointing to stickers on the walls. say 'What is a word for all of them?' Clarify MFP and model and drill as necessary.

Test #1 (2-3 minutes) • To gauge students' prior knowledge of the target vocabulary

give out strips of paper with the name of furniture. Ask pairs to 'Match the name with the picture' T gives w/c FB by saying 'right' or 'wrong'

Teach (6-8 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Elicit from Ss what each picture is. Clarify MFP where Ss failed to tag the pictures correctly and/or pronounce correctly. Elicit, model and drill vocabulary in sentences with 'there is/are' as necessary (back-chaining if Ss struggle). Nominate individuals to respond.

Test #2 (3-5 minutes) • Check students' use of the target vocabulary again and compare with the first test

Ask Ss: 'Look out your worksheets. Match the picture/number with the name.' Demonstrate one or two examples clearly. Ss Peer-check w/c FB on PPT

Listening for detail (3-5 minutes) • to provide Ss with practice in listening for detail

Tell Ss: 'You are going to listen to Shelly.She has a new flat. She is talking to her father about it.' Show thw Qs on PPT sld 4 and say: 'Listen. Answer the questions' Do the ICQ as necessary Play audio file 1.52 -SIT DOWN! DO NOT WALK! Ss peer-check S-Centred FB: give three Ss the answer keys. Ask them to come to the front of the classroom. Say: 'They have the answers. Ask them.' Demonstrate the activity with a stronger Ss. Ask 'Does Shelly like her flat? No.' FLEXISTAGE: Ask Ss to stand up when they hear a word related to furniture / there is/are.

Reading for deduction (5-7 minutes) • to provide Ss with practice in reading for deduction

Ask Ss to look at their worksheets. Show them the dialogue. Say: 'Shelly and her father are talking. Work alone. Read. Then look at the pictures. Shelly tells lies about her flat. Where? Underline.' Demonstrate with 'It's perfect.' ICQ: 'are going to listen or read? read / Does Shelly lie? sometimes / What do you do? find and underline.' -- If Ss struggle, demo with 'it's big' Set a time limit of 3 minutes - monitor sitting down. Ss peer-check in groups of three. w/c FB: nominate Ss to tell why it is a lie.

Semi-controlled speaking practice (7-10 minutes) • To provide students with semi-controlled practice of the TL and Tvocab.

Tell Ss: 'you have different pictures:A, B. They are different. Work in pairs. Find the differences.' Model and drill the language they need. Record on the w/b as necessary. (There is a / There are ... in my picture. BUT in my picture, there aren't any / there isn't a ...) ------ (there is a / there are ... in my picture. There is / are ... in my picture, TOO) PPT Sld 5 Set a time limit of 5 to 7 minutes. Monitor for delayed correction of the TL and TV. w/c FB. Ask Ss to share their sentences with class. PLAY A RELAXING BACKGROUND MUSIC

Language FB (3-5 minutes) • to give feedback on the language Ss used during the freer practice activity

Write both good language and language that needs reformulation on the board (LA sheet) Elicit the correct versions from Ss. FLEXI-STAGE (Project) As Ss to bring in their bedroom photos to compare for the next session.

FLEXISTAGE (5-7 minutes) • To give Ss practice in the TL and TV if extra time

Ask Ss work in pairs and describe their rooms. Another Ss DRAWS their accommodation. w/c FB: Check a couple of drawings. Ask 'What is there in his/her flat?'

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