Ahmed Nouri Ahmed Nouri

TP 5, Ahmed Nouri
Elementry level


In this lesson, Ss will have the opportunity to practise the integrated skills of listening for specific information and specific details, and also Ss will practice their speaking skills, through the context of '' 1600 Pennsylvania Avenue'' (The white house). Ss also will learn the language used to describe the layout of a house, The Ss will learn how to use: there are, there is, how many, and other words related to the context of the white house.


Abc Straightforward: Clandfield, Lindsay(2006) Elementary Student's Book, Macmillan, Unit 5C, ps 56,57
Abc Straightforward Elementary student's Book
Abc Google images

Main Aims

  • To give Ss the opportunity to practice their integrated skills of listening for specific and detailed information in the context of ''1600 Pennsylvania Avenue''

Subsidiary Aims

  • The Ss will learn how to form sentences using: there is, there are, How many, in affirmative, negative and question form, in the context of ''White house''


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

Project a photo of the Turkish president palace: Ask Ss : What is this? Elicit the name of the house. Project a photo of the white house Ask Ss: what is this? Get the Ss to guess the answer and to elicit the name of the house.

Pre-Listening (4-5 minutes) • To prepare students for the text and make it accessible

After eliciting the name ''White house'' Project the questions onto the W/B: How old is it? What is the name of the house? Who lives there? Are there public visits? How many rooms are there? Where is it? Ss work in small groups to discuss these questions.

While-Listening #1 (4-5 minutes) • To provide students with less challenging gist and specific information in the listening tasks

Get the Ss to listen to the beginning of a documentary about the house at 1600 Pennsylvania Avenue. Put the questions on the W/B in the order you hear them.

While-Listening #2 (6-7 minutes) • To provide students with more challenging detailed, listening tasks

Tell Ss to listen again and complete the sentences with the numbers: 4,10,32,7,200 check the Ss understand the task. Ss work in pairs Project the sentences 1 to 5 from the EX 3, onto the W/B Ss do the task

test-teach-test (5-7 minutes) • Introduce the the use of the words: there is/ there are; how many

Give Ss instructions: Make sentences about the white house using: there is, there are, how many Check the Ss understand the instructions work individually. project the sentences on the W/B. monitor and stay close to the Ss in case they need help

tech (5-7 minutes) • Ss will learn how to use to use : there is, there are, by making sentences and questions

Project some sentences using there is, there are: in affirmative, negative and questions form: example: There is a tennis court. there are three kitchen. Analyse the language to help the Ss focus on MFP Clarify the meaning. Clarify the form Using CCQs: can I say : there a tennis is court. can I say : three kitchen are there. elicit the answer from the Ss and correct. Model the language and drill.

test (7-8 minutes) • Check the Ss understand the TL

Give Ss instructions: make questions using the words : is, are, there. check the Ss understand the instructions Project the Ex 2 on the W/B Ss work individually Monitoring the Ss Ask Ss to work in pairs: ask and answer the questions. Give instruction : Make questions using :how many work individually monitor Give instruction : work in pairs the Ss ask and answer the questions monitor and correct if necessary.

Feedback (2-3 minutes) • correction

check the students answers and give feedback check the students understand the TL

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