ALEX ALEX

Shall we go to the market
A2 level

Description

In this lesson, students develop their listening skills through a conversation about planning a day out in Tokyo. The lesson focuses on listening for gist and specific information to identify places, preferences, decisions, and reasons. This is followed by vocabulary work on adjectives describing places and a communicative speaking activity in which students plan a day out using expressions for making suggestions and discussing preferences.

Materials

Instant decisions will?size=16&default=html Wordwall
Abc Book presentation
Abc Lesson PPt

Main Aims

  • By the end of the lesson, students will be better able to understand specific information in conversations about planning a day out in Tokyo.

Subsidiary Aims

  • To develop students' ability to recognize and use adjectives describing places (e.g., crowded, huge, pretty, peaceful) and their opposites.
  • To provide students with spoken practice in personalizing the topic by discussing places they would like to visit and collaboratively planning a day out in a city using suggestions and preferences, and 'will' for instant decisisons.

Procedure

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

Teacher projects on the screen some pictures about Tokyo and asks ss to guess the city first, then the places they would like to see in Tokyo.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

Teacher asks ss to check the words that might be unclear during listening. Ss try to guess their definitions by looking at the pictures.

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

After listening for the first time Ss are asked to name the places Mike and Harry are planning to see. After the second listening for detail Ss reply on the questions listed in the book.

Post listening (8-12 minutes) • Focus on Form

Students read example sentences from the text to deduce and formulate the rules for will and shall independently (Guided Discovery). The teacher then presents flashcards depicting various situational prompts, and students formulate appropriate solutions/offers/suggestions using will or shall.

While-Reading/Listening #2 (5-5 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Ss listen to the last 2 parts of Mike's trip to Tokyo and answer 2 gist comprehension questions.

Post-Reading/Listening (5-5 minutes) • Vocabulary Focus: Adjectives for Places

In the a part Ss are supposed to fill in the sentences by an appropriate adjective, in the b part they are asked to find the opposites for given adjectives.

Post listening (5-7 minutes) • Follow-up Speaking Task

Ss work alone for two minutes, they imagine a friend is visiting them for one day in a city they know well. Ss are asked to make short suggestions of the places to visit, where to eat, and what to do at night."

Closure (2 minutes) • Review
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