Mira Askar Mira Askar

TP - 3
Intermediate B1 level

Description

In this unit Ss are going to develop their listening skills through different acclivities Also will enlarge their vocabulary through speaking activities in groups.

Materials

Vky4somroyvx3gmwyuqs almaty 1 Almaty 1.jpg
Drype0qor9gomzzxdwhk almaty 2 Almaty 2
Hprc97bdszsytrdv3iov almaty 3 Almaty 3
Gceqce7orrskxiecmulr paris Paris
Tie0dhjq3uxofs8dpibh istanbul Istanbul
Abc houses
Imzinwjsukddxpssybs7 terraced houses houses 1

Main Aims

  • Main aim is to develop listening comprehension through different activities so students can fell comfortable listening to a foreign speech.

Subsidiary Aims

  • Encourage students to speak using new vocabulay

Procedure

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

- use pictures to get Ss interested in the topic. Show the pictures and get SS to discuss in pairs where they think it is and what they think their city would look like from the air

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

- ask students what kind of houses they live in. Then students work together or in pairs or in small groups to match the half sentences. Get SS to check their answers with other groups - then take a FB - to give definitions from the exercise 3 and some pictures and then ask students to mach the definitions with the words in bold from ex 2 and with pictures -FB and checking understanding, drilling - Get Ss to work in pairs to match the words and the pictures (ex 1 p 28 Listening) - Put words and and pictures on the wall and then ask groups to check each others asnwers

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

- To tell students they are going to listen to 3 people talking about their unusual houses - Ask Ss which houses from the ex 3 they are speaking about (don\t pause listening) - Ask students to share opinion in pairs - Get FB

While-Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Listen again and make notes about best and worst thing of three houses. -Peer check and note comparison -W/C and dealing with any questions

Post-Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

To discuss traditional houses around the world or Turkey If there are extra time - film City or Country from the Total English Intermediate, Antonia Clare JJ Wilson

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