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Teaching Practice 5 : A Good Neighbourhood
Elementary A1 level


In this lesson, students learn about good neighborhoods, through a listening passage as well as functional language used to describe the places in a neighborhood. The lesson starts with a matching activity, then a listening task, followed by guided discovery of functional language “there is /there are: questions and negatives). Finally , the closes by a freer speaking in which students talk about their neighborhoods in pairs and decide who lives in the most interesting neighborhood .


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Main Aims

  • To provide gist and specific information listening practice using a text about good neighborhoods in the context of places

Subsidiary Aims

  • To provide accuracy speaking practice in a conversatipn in the context of neighbourhood descriptions
  • To provide review of language used for There is / there are (questions and negatives ) in the context of places in a neighbourhood


Lead in (3-5 minutes) • To set the context of the lesson review previous vocabulary activate prior knowledge of the topic

T hangs pictures on the board and gives each pair of students the name of the picture and asks them to match the picture with the word . T demonstrates instructions rather than saying them . T uses hand gestures to signal to SS to stand up and go to the board . " Match the picture with the word .'' Stick the picture on the board '' . T asks SS to rate the place as good or bad by using hand gesture and writing the word : Good vs. Bad . T elicits reasons by asking students : Is it easy to go shopping ? Is it easy to go to school ? Do you like to live their ? T tries to elicit the word neighbourhood by writing Sisli ...... hood. If ss fail to retrieve the word , T writes the word on the board .

Pre - LIstening (8-10 minutes) • to clarify the meaning of key vocabulary items and prepare the SS for the listening

T shows SS a picture of leamington picture from the book and tells them that they are going to listen to louis and Annie but first lets check something together . T says she wants to buy a house in turkey , so she will go to and shows SS a picture of a famous turkish real estate . T reminds SS that Louis and Annie want to buy a flat so they will go to Leamington real estate .

While listening (1 minutes) • Gist listening

T writes the following question on the board. T tells SS that Louise and Annie have a problem . What is the problem ? T tells SS to listen and try to answer the question while listening . After listening T checks if SS have found answer , if they haven't T tells SS that they will listen again and they can try to answer the question again .

While listening 2 (10-12 minutes) • LIstening for Specific Details

T gestures that now we will listen again but tells them that before we will read the questions on the paper individually / alone and try to answer . Read the questions first and see if you can try to answer the questions . T tells SS if the sentence is false , try to correct it : make it true . T asks some ICQ : are we listening or writing ? Both ? if it false correct it or not ? T models an example : There are no schools . False : T underlines no schools and writes 3 schools . After listening , T gives SS sometime to finish writing as well as peer check . T plays audio second time . SS check their answers in grioups and then write the answers on the board

Post - Listening : (14-16 minutes) • Review functional language : there is / there are questions and negative forms

T gives SS grammar guided discovery worksheet and asks them to solve it in alone . SS check their answers in pair . SS write their answers on the white board . T monitors for error correction , feedback and clarification . After clarification T asks SS in pairs to describe their neighbourhoods using there is / there are / there isn't , there aren't . Is there any ? Are there any ? T monitors for possible error correction points . T asks SS who has the most interesting neighbourhood , checks errors

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