Mahmoud Hassan Ghonaimy Mahmoud Hassan Ghonaimy

Copy of Things you can't live without
Intermediate level

Description

In this lesson, ss will practise their speaking and listening skills in the context of things they can't live without. The lesson starts with a listening activity where the students listen to different people talking about the things they can't live without. This is followed by a speaking for fluency practice

Materials

Abc Pictures and name cards
Abc White board
Abc Tape
Abc Scrap Paper
Abc Realia
Abc Handout 2
Abc Handout 1
Abc Answer Key

Main Aims

  • To practise speaking for fluency in the context of things they'd hate to live without

Subsidiary Aims

  • To practise listening for specific information

Procedure

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

Make sure that ss' name cards are ready Project two pictures of people living in a desert and people in the city Wsk ss what they see in both pictures What are the things that these people have and the others don't Elicit few items (Tv, Internet, computer) Can you live that way? Is it a normal life? Do you want to live that way?

Useful Language (8-8 minutes) • To highlight and clarify useful language for coming productive tasks

Pre-teach vocabulary: (to have) sentimental values: show the ss my teddy bear. Elicit the word from them CCQs: Does sentimental value mean special to me?(yes) Can I live without it?(no) remind you of something: how do we call it when I see something and I remember a special person. CCQs: Is this person special to me me?(yes) Do I remember him every time I see my ring? (yes) ornament: showing a Christmas decoration. Is there another word for Christmas decoration? CCQs: do we use ornaments to decorate the house?(yes) Is it pretty?(yes) Write the vocab on the board after drilling them Tell the ss that am going to give them pictures of different objects. In groups they need to Match the pictures with their name cards. Monitor Feedback: (if needed) Ss hang the pictures with their names on the board.

Exposure (10-15 minutes) • To provide a model of production expected in coming tasks through listening

Tell the ss that they are going to listen to an audio tape and fill in the first column of the table Distribute handout 1 Warn them that there are few objects without description ICQ: what are you going to do? (listen and complete the table) Play tape Do the first one with the ss Let them continue individually Check in pairs Play the tape again to complete the second column Do the first one with the ss Let them continue Check in pairs Play tape to check Feedback: Ss have been sitting for a while and need to move around and look for answer keys in the corridor.

Productive Task (18-20 minutes) • To provide an opportunity to practice target productive skills

Tell the ss that they have to make a list of three objects which are important to them. Give them one minute to make the list Handout useful "useful language" sheet and elicit some examples of how to use the phrases. Demonstrate with a ss Ss talk about their objects with a partner Monitor and take notes Error correction: write errors on the board without mentioning who said them and correcting. Drilling (if necessary) before writing on the board. If I have time, ss play the drawing game.

Web site designed by: Nikue