Mohammad Maher Alboushi Mohammad Maher Alboushi

In the neighborhood
B1 level

Description

In this lesson, students will practice their receptive skills through listening to a recorded script about different problems in the neighborhood. This will include pre-teaching stage, in this stage some pictures of neighborhood to help students to illustrate and predict today's topic.I will provide a listening task about listening for gist and another listening task about listening for detail in the while listening. In the end of the lesson, after all students have good understanding of the listening task about problems in the neighborhood, it will be the time to develop their speaking fluency on the topic in the post-listening, so they will talk with their group about problems in their neighborhood using words or phrases with too much, too many and not enough.

Materials

Abc handout
Abc handout
Abc handout

Main Aims

  • To provide gist and detailed listening practice using a recording script about In the neighborhood in the context of neighborhood problems

Subsidiary Aims

  • To give students the opportunity to practice their TL and personalize the topic through speaking in order to practice their fluency.

Procedure

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

At this stage, I will start the class with some photos of neighborhood problems showing them on the projector in order to active Ss' existing knowledge of the topic and I will ask the students "what do you think of these photos", they will be asked to share their opinions with their group. Then, I will have some feedback answers from them.

Pre-Reading/Listening (3-6 minutes) • To prepare students for the while listening task and make it accessible

I will start the lesson with a personal story about my friend who lives in an area of Istanbul, his area is noisy, has a lot of bars and no parks. this story will encourage the students to predict more about today's topic, after telling the story, I will ask the students "what do we called the area that we live in" after getting the right answer. I will start the while listening tasks.

While Listening #1 (5-8 minutes) • To provide students with less challenging gist listening tasks

At this stage my main aim is listening for gist, so I will tell the students, I will give them a handout about listening task in order to listen for one time and put the picture A-E in order according to what the five people say about their neighbors and they will answer individually. I will ICQ. After listening they will check their answers with their peer. While they are checking, I will show the answers on the WB and tell them to compare them.

While-Reading/Listening #2 (10-13 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

At this stage my main aim is listening for detail. I will tell them that I will give them another listening task in order to answer the questions in HO that I will give it to them before they will listen to it. after I give them the HO, they read the questions for 1 min. I will ICQ. Then I will pass the HO to the students wait for a minute and then I will play the recording for one time, after they listen to it, I will give them 30 seconds then I will play it again and after they listen to the script , I will tell them to check their answers with their peer. While they are checking the answers I will show the answers on the WB.

Post Listening (8-13 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will start at this stage with a question, but before of that, I will explain the meaning of pollution and rubbish then I will ask the students to think about the problems in their neighborhood and make 4 sentences using too much, too many, (not) enough and they are going to use the words/phrases from the box. After I tell them about the question, I will show it on the board in case they forget it then I will tell them to write their ideas individually. I will ICQ. Then I will give copy of the box include the words. After that, I will ask them to compare their answer with their group and ask each other what are the three biggest problems in their neighborhood and I will monitor them while they are talking with their group. Finally, I will give them a question "what are the solutions for these problems" and if I enough time, I will correct the problems that I heard during the monitoring of the speaking activities.

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