Neighbours, Reading and Speaking
Pre-Intermediate Level level
To provide Ss practice in reading for spesific information and detail in the context of who you'll like as a neighbour
To enable students to understand vocabulary items related to neighbours
To enable Ss to practice speaking skills in the context of the neighbours
Procedure (38-53 minutes)
T gets Ss to count off to make groups of two. T says Ss will play a game and explains the rules and gives an example. T shows pictures which are the parts of targeted language and take parts throughout the lesson such as celebrity, politicians pictures and the like. Ss will guess what these pictures are. T asks CCQs for the pictures if s/he cannot get answers T asks for each picture and groups answer. The group which gives quickest and right answer will get the point. The group who knows better will be the winner of the game. T leaves the pictures on the board.
T draws a simple box diagram on the board by showing Ts' inmediate neighbourhood. T tells that S/he will talk about her/his neighbours, where they live, their names,whether T see them often, etc. T demonstrates the activity. T gives the HO1 Ss to write T's house and flat numbers in the relevant box. T gets Ss make notes about T's neighbours, by writing each note in the appropriate box. T allows Ss time for peer-checking. T checks answers by eliciting from the Ss as a whole class. If it was needed T could nominate.
T asks Ss to repeat the same activity with a partner by drawing new diagrams showing the area near their own homes. T demonstrate to clarify the exercise with the help of ICQs. T gives Ss HO2. T monitors to make sure Ss will use the questions. T gets feedbacks from Ss.
T asks Ss questions as connecting with the pictures on the board from previous activity. - Which side of Istanbul would you like to live in? Asian or European? Why? -Which district of Istanbul would you like to live in? Why? -What kind of neighbours would you like to have ? Why? T asks Ss and share ideas as a whole class. T pays attention to use the similar vocabulary from the article like fashionable, famous and etc.
T tells Ss to scan the article to find out quicly for the right order of the items appear in the text. T gives tips for quick scanning by demonstrating the activitiy. Ss work individually. T hands out the article and the HO3 for Ss to order. T sets a time limit. T monitors to make sure Ss understand the task .
T asks Ss work in pair to check their answers to see if they are agree and share reasons T monitors Ss doing the right thing and takes notes to focus on feedback.
Ss shares answers with whole class T ellicits answers from Ss and asks if they are agree and share reasons.
T tells Ss to read the text to find out the answers on HO4. Ss work in groups of 5 or 4 depending on the numbers of the students. T hands out the exercise. T sets a time limit. T monitors to make sure Ss understand the task .
T asks Ss work in pairs to check their answers to see if they are agree and share reasons T monitors Ss doing the right thing and takes notes to focus on feedback.
Ss share ideas with the class. T shows the answers. T can use CCQ to clarify Ss' understanding.
T shows 4 pictures of the celebrities onto the board and asks Ss; "Which famous person in the article would you like as your neighbour?" Why? T nominates and take notes
T asks Ss ideas T corrects common errors Ss produced and give useful language that Ss needed during speaking. .