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Cultures - dos and donts
Elementary level

Description

In this lesson Ss will learn some new words such as "religion, politics, health"and some expressions such as 'It's OK to talk about... or It's not OK to talk about ....' based on listening. at

Materials

No materials added to this plan yet.

Main Aims

  • By the end of this lesson Ss will have used the expression 'I usually talk about .... or I don't usually talk about....' based on speaking in the context of 'dos and donts in culture'. To enable Ss to understand and use the following lexical items related to culture such as 'religion, politics, health, home, family, etc.' To develop Ss' skills of listening for gist and specific information in the context of two different cultures.
  • For students to be able to listen the audio about ‘’dos and donts in different cultures’’ after learning some new words.

Subsidiary Aims

  • • For students to be able to practice speaking about ‘’dos and donts in their culture’’ after learning some structures such as 'I usually talk about .... or I don't usually talk about' with semi-controlled speaking activity.

Procedure

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

Introduce yourself and ask their names for warm up. For lead-in Ss will be informed 'Today we will talk about .....' by teacher without mentioning the word, which is the context of this lesson. Play hangman to elicit the word 'Culture'. Write _ _ _ _ _ _ _ on board ask them to give one letter to complete it. If any of them knows at once, invite them to applause to motivate them.

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

Show some pictures related with the words they will listen in audio. Stick them to board in one line and put some words on a desk. In order to activate kinesthetic learning skills invite them to the board and ask them to stick the words under the related picture. Apply CCQs mentioned in LA. Drill them to check pronunciation. Here,

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

Show the photo of the person, who will talk in audio. Give her name and ask Ss 'Where is she from? or Is she from England, France, Turkey?' Give them a chart they need to complete with the words they've learnt while listening and grade your language in order to give clear instruction such as; 'Ruth will talk about her culture. Write what she talks & and she doesn't talk about' by pointing the sides of the chart. In order to clarify they will complete the chart while listening, apply ICQ such as 'Are you listening and writing?' -Yes. Ask Ss to check their answers with their partners by pointing the pairs. Give FB by asking volunteer students.

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

For the second audio, show the photo of Amina, who will talk first. And ask Ss to complete the chart according to Amina while listening. Ask ICQ such as: 'Are you going to write about Ruth or Amina?" This time change their partners for PC and the ones who did not talk after the first audio while giving FB.

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

In the last part of lesson, give a demo sentence in order to show the functional language such as: 'I usually talk about ..... but, I don't usually talk about ......' then, give the instruction to students to talk with their partners. In this activity, place Ss' chairs face to face in a line and give them 1 minute for each conversation. Ring the bell for every one minute and be sure they change their partners by moving next. Place yourself away from students and use some soundtrack to courage them while speaking. Monitor them in case of any mistakes and take note however, do not interrupt the conversations. Bu sure about everyone has conversation and then ask volunteer ones about their partner. After all, In case of any mistakes, apply delayed error correction by writing the mistake of Ss. Ask them 'Is it correct?' -No. Ask Ss to make it correct.

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