Fatemeh Pakdaman Shahri Fatemeh Pakdaman Shahri

TP1
beginner level

Materials

Abc stickers to be put on the board
Abc listening 1.8
Abc Gap-fill HO
Abc choosing the correct ver
Www.google abstract picture of people
Abc Matching exercise
Abc listening 1.9
Abc listening 1.7
Abc functional language

Main Aims

  • To provide specific information listening practice using a text about where people are from in the context of greetings
  • To provide fluency speaking practice in a conversation in the context of greetings

Subsidiary Aims

  • To provide review of present simple tense in the context of where diff
  • To provide review of countries and cities in the context of where different people are from

Procedure

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

I will ask all the students to stand up and introduce myself to them one by one: "Hello, my name is Sara." and ask them for their names, then I will tell to do the same with me and their classmates.

student interaction (11-13 minutes) • To give them more time to practice the structure they have been introduced to

I am going to pick up a worksheet, draw 13 squares as there are 13 students in the class, go to the nearest student, and ask him/her: "What's your name?" then hold up the paper and write down his/her name next to the square that represents his/her seat. I will give them worksheets, tell them to draw squares, each square representing each student's seat. then, I will tell them to stand up, go up to different classmates, and ask each other for their names and write them down on their sheets. After all this is done, I will ask them to compare their answers in pairs.

Pre-listening #1 (1-2 minutes) • To set up the context of what they are going to listen to

I am going to put a picture, which shows a woman and two men on the board. Then I will ask them questions, concerning the pieces of clothing they are wearing.

Listening #1/speaking (1-3 minutes) • To provide students with a short real-life conversation

I will play audio file 1.7 and point to each character that is talking. I will stop the audio and ask the students some Wh-questions, e.g. "What's his name?"

Post Listening/speaking practice (5-7 minutes) • To provide the Ss with an opportunity to practice speaking based on what they have heard

I will write the conversation they have just listened to on the board with name gaps, and model it with two of the students. Then I tell them to work in groups, and report to class afterwards.

matching countries and cities and listening #2 (4-6 minutes) • to provide the Ss the with opportunity to learn the relationship between countries and cities

I am going to put the names of some countries on the board and draw some choral and individual repetition, then I will give the Ss the HOs on which they can see the names of countries and cities they are related to and ask them to do the matching exercise. after that, I will ask them to listen to audio 1.8 and check their answers.

Pre-listening #3 (2-4 minutes) • To give the Ss a view on plural subject pronouns and possessive adjectives

I am going to set up a few examples of students in class concerning different subject pronouns and possessive adjectives and different forms of the verb "be", and write some of those examples on the board.

listening #3 (1-2 minutes) • listening for specific information

While the Ss have the HOs, I will instruct them to listen to audio 1.9 and fill in the blanks on exercise 1.9.

post listening and speaking practice (3-5 minutes) • practice speaking

I will ask Ss some questions (both yes/no questions and wh-questions) on exercise 1.9.

a chance to practice the same pattern in listening #3 (3-5 minutes) • To internalize the usage of grammatical points a bit more

I am going to give the Ss HOs. They should choose the correct verb on each item individually, and then work in pairs to check their answers and report to class.

If-time activity (3-5 minutes) • practice listening and speaking

I am going to put names and countries of four people on the board and ask them to ask and answer questions in pairs, building on what they have already practiced.

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