English Lesson Planner

Aliyya Dwidar

Places - beginners level

Places
beginners level

Description

At the end of this session, students will be able to: understand information, texts and conversations about towns and cities, homes and furniture, and neighbourhoods ask for and give information about places in a town or city describe their homes.

Materials

powerpoint presentation / photos and realia

powerpoint presentation / photos and realia

Main Aims

To provide gist, scan and detailed reading practice using a text about Strang places in the context of Places

Subsidiary Aims

To provide fluency speaking practice in a group presentation in the context of describing where they live

Procedure (42-59 minutes)

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students and create ideas plus teaching blockers

-I will ask the students to look at some pictures about houses and places they want to whether live in or visit. Then I will let them work in pairs or groups to answer some questions like: what is your home like? is it big or small? Do you like it? Why?Why not? Would you like to live some where else? - I will listen students and praise them who are able to express their ideas, even if their English isn’t perfect. - Then i will ask students to look at the pictures on the slides to teach them about some countries and their nationalities as a kind of teaching blockers because as young learners they don't know all countries and their nationalities then drilling and reading them .individually to make sure that they pronounce them well

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

I will ask the Ss. to look at some pictures on the slides and ask them what's a good house for them. Give students the chance to learn something more about each other. Put students into pairs or small groups to brainstorm things they would like to ask me about and their friends. where they come from, e.g. Where do you come from? Is it a good place for a home? Why / Why not? Has your town/city got lots of cafés / a sports centre / a theatre? What are the bad things about where you live?, etc. Monitor and point out errors for students to self-correct. Students take turns to ask each other questions. I will encourage them to ask additional questions if they wish.

While-Reading/Listening #1 (5-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will ask Students to read the text quickly and check their answers to 1a. Check the answer with them.{ scanning} Next I will ask students to read the text again in detail.{close reading} for specific information. Individually, students answer the questions. Encourage them to guess the meaning of any new words from the context. Check answers with each pair or group.

While-Reading/Listening #2 (14-20 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- I will divide the students into three groups or according to the available circumstances. - I will tell students to read the text again in detail. Individually, students answer the questions. Encourage students to guess the meaning of any new words from the context. Check answers as in each groups. Answers 1 It’s an English town in China. 2 Yes, a German town and a Spanish town. 3 Young Chinese people ot en go there to take photos when they get married and lots of tourists visit because they can see so many dif erent places in one day. 4 Take the Shanghai Metro Line 9 from the centre of Shanghai to Songjiang New City metro station and then take a taxi or bus.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned and to provide the students with an opportunity to respond to the text and expand to what they have learned by making good use of the text and learning new words.

In pairs, students talk about if they would like to visit or live in Thames Town. Take feedback as a class. Encourage students to justify their answers as far as possible. In pairs, students talk about if they would like to visit or live in Thames Town. Take feedback as a class. Encourage students to justify their answers as far as possible.