Nilay Artemel Nilay Artemel

My first flat
Elementary level

Description

In this lesson, students will practice vocabulary related to furniture. First, they will start with a matching activity. Then, they will move on to reading and listening to the dialogue. Answers will be acquired by answer keys and eliciting from the students.

Materials

8kqbpwngt2hh0r8h9gdn straightforward 2nded elementary ssbk unit3a 3d plus back pages Straightforward_2ndEd_Elementary_SsBk_Unit3A-3D plus back pages.pdf
Xkcvifcfqrgdfve8kd36 straightforward elem 2nded ss bk u3 back pages pp132 136 tapescripts Straightforward Elem 2ndEd Ss Bk U3_back-pages_pp132_136_tapescripts.pdf

Main Aims

  • To provide specific information listening practice using a text about furniture

Subsidiary Aims

  • To provide deduction listening practice using a text about my first flat

Procedure

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

Before the lesson, T hangs the pictures of the words from the vocabulary exercise. There are 15 pictures on the walls. Ss walk around the classroom to look at the pictures and write the words they remember from the previous classes on the paper T distributes. After they are finished, T puts Ss into groups of 3 and Ss compare each other's findings. T elicits answers from the Ss.

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

T reflects the pictures from page 36 on the board. Ss look at the pictures and T elicits the vocabulary from the students. Then, T puts the Ss into pairs and Ss match the vocabulary with the numbers from the pictures. After they are finished, T tells Ss to check under their chairs. The answer key for the activity is under the chair. Ss take out the answers and compare. T provides correction for the Ss who made mistakes.

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

T plays the tack 1.50 and Ss listen. Ss listen again and say the words. T checks for pronunciation. Then, T explains that Shelly and Claudia are Ss and they want to rent a flat. T plays the track 1.51. T distributes papers to the pairs and Ss take notes of the words they hear while listening. Ss listen twice and talk to their pairs about which flat they are renting. T elicits answers from the Ss.

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

T plays the track 1.52. Ss listen twice and read the dialogue while listening. T asks Ss to look at the questions in exercise 1 and talk to their pairs about the answers. T elicits answers from the Ss. Then, T reminds Ss the features of the flat and tells Ss that there is a problem with Shelly's talk with her father. What is it? Ss talk to their pairs to find the problem. T walks around the classroom and monitors students. T elicits answers.

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

T shows the pictures from the vocabulary activity and provides the necessary sentences for the speaking activity by giving examples such as "Is there a TV in Flat A?" "Are there pictures in Flat B?". T puts the Ss into pairs and gives two different pictures to each student. Ss look at each other's pictures and find six differences. T monitors by walking around the classroom. Then, T elicits answers from pairs.

Web site designed by: Nikue