Dina Rabie Dina Rabie

beginners level


In this lesson students will learn how to make full sentences using functional language in daily life,they will listen to a recording and will try to figure out the missing parts.Some activities will be done to reinforce meaning either on the WB or by hand outs.



Main Aims

  • To get students to be able to form sentences that helps them in daily life activities,like a conversation about a time or a place to meet.

Subsidiary Aims

  • Listening and speaking
  • Listening and speaking


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will put 2 pictures on the board ,one for Ling and another for Clare. Will ask students to think of what might Ling and Clare are talking about. Ask them to work in pairs to think about it. Check if they got the instructions right.

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

I will write the sentence let's meet at Dina's flat draw and equal sign Dina's place then cross place and flat and another equal sign to "Dina's" let's meet will be explained on WB with the same technique. will write the words from ex 1 A and then mime and use few words to instruct that they need to listen and if they hear one of the words put the right mark beside it on the paper that i will handout "P27" I'll give a couple of more examples like let's meet on Friday. Then will play the recording again .

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students will work in pairs to fill in the gaps in ex. 1b : After hearing the recording they will help each other to write what's been said by Clare . Then will correct them together,will play recording again if needed .

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will handout a sheet that includes sentences about where and when they should meet with the answer,will ask the whole class to mingle and start asking one another. They will be divided into 2 groups, A and B. A asks questions and B replies . I will then Write on the board days,then write down days of the week,then write the word time,then give samples of time,check after writing the days,do we use in or on ? Then ask about time,do we use on or at ? Then ask students to work in pairs making their own sentences . Think in pairs of time and place you would like to meet,give them time to work on it then ask them to share with class . I will meet Berna on Friday at 7:00.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will tell the students that i have family and friends . I will write on the board ,My daughter is at school. My father's at work,my mum's at home,My friends're at the shops . Will ask students,what about your family and friends ? Who's at home ? Who's at work and who's at school,each one on his own,make sure I ICQ they got, you write about your family and friends . 2 lines,3 or 2 ? 2 ! Then ask some of the students to share with the class what they wrote . I will then ask students to work in pairs to match sentences with the photos,do one for them to help them understand how it's done "D", She's at the cinema,which picture ? work in pairs to match photos ,Then correct with the whole class. If I have time i will hang the pictures of mobile phones on page 95 and ask them to work in pairs to correct them,then get the whole class to give feedback "WCFB"

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