Mahmoud Hassan Ghonaimy Mahmoud Hassan Ghonaimy

Annoyoing rules
Intermediate level


In this lesson, students will do some listening in the context of annoying rules.


Abc audio set
Abc Whiteboard
Abc Cutting Edge student's book
Abc colouring pens
Abc Blu Tack
Abc Answer Key

Main Aims

  • • To provide gist and detailed listening practice using a text about annoying rules in the context of rules and freedom

Subsidiary Aims

  • To provide fluency speaking practice in the context of annoying rules


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

- Show a picture of a clamped car and ask ss; "What do you see?" Try to elicit the word "clamp". - Eliciting using these questions: - What rules have these drivers broken?" - Where does this usually happen? (In no-parking areas / main streets) - IS it a good rule or an annoying one? Why? - Ask Ss to work in pairs to think of the rules that are connected with (Travelling by Cairo underground) Go To The Next STAGE (Vocab)

Pre-listening (8 minutes) • To prepare students for the listening task and make it accessible by preteaching the blocking vocabs.

- Pre-teach (maiden name, surname, announcement, board, change, dress code, ladies' room, public toilet) -Elicit (maiden name and surname) by writing Suzan Mubarak and Suzan Thabit on the board, then I will use the following CCQs: - Does her name change after marriage? yes - Does she have to change her name in all the official papers? Yes Drill (Class and individuals) and then write the word on the board with the highlighted stress and form (print them previously) - Elicit the word announcement by asking Ss what we keep hearing when we are on the underground ... CCQ: are they aloud? Are they important? yes Are they repeated? yes - Elicit the word "board" through its synonym "get on" and say the difference. CCQ: Does it mean we get on or get off a bus? - Take one hundred pound note and elicit the word "change" CCQ: when do we need it? Does it cause any problem? - Elicit the word "ladies' room" by asking the following questions: where do we wash our hands here in this building? WC and for the ladies we can say the .... (ladies' room)

While-Listening #1 (7 minutes) • To provide students with less challenging gist listening tasks

- Chest the instructions of the first listening task. - Before giving the listening task, ask Ss some ICQ: Is it important to understand everything? Are you going to focus on difficult words or global meaning? - Play the recording one time only. - Let them check in pairs.

While-Listening #2 (14 minutes) • To provide students with more challenging detailed listening tasks.

1) Tell ss that they are going to listen to one speaker at a time. Ask them to listen and find out why the speakers find some rules annoying and see if Ss agree or not and the reason. Tell them that they don't need to write anything. Play the recording in segments and get feedback from ss orally. Try to engage as many ss as possible. 2) Give Ss phrase cards. Explain that they are phrases said by the people from the recording. Ask them to work in groups of three and match the phrase cards. Monitor then give feedback by giving answer key.

Post-Listening (11 minutes) • To provide with an opportunity to respond to the listening activity and expand on what they've learned

- Ask Students to make a list of rules for the following places that they find annoying: - place of work or study - your house - your city or country. - Tell Ss to stand up and tell three people about the rules they write and why they think they are annoying.

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