A1 Elementary level
To introduce Ss to and give practice in free time vocabulary in the context of typical friends
To give Ss practice in listening for gist,, specific information and detail. To give Ss semi controlled speaking and the opportunity to practice simple present
Procedure (39-47 minutes)
• I enter the class and I write on the board one under the other the following words: Angeliki, Greece, Beyoglu, teacher, blue. • I make groups of 3-4 students and I ask them to work together in order to guess the corresponding questions: What’s your name? Where are you from? Where do you live? What’s your job? What’s your favourite colour? • Then, from each group I choose one student to come to the board and write one question. Afterwards I take an A4 paper, I fold it in two and I write again “Angeliki, Greece, Beyoglu, teacher, blue” in the inner side. I ask my students to do the same for themselves in a blank A4 paper which I distribute to each one of them. I collect their papers and shuffle them. I monitor and help them if they encounter any problems. • I ask each one of the students to stand up, come next to me, choose one paper, form sentences with the words written and guess to which student the description belongs. I ask them: “Who is he/she?” Each one who responds correctly takes a small present from the teacher.
I draw on the board a diagram with 3 circles: in the middle one friends, on the right one Women friends, on the left one Men friends with two lines under the men and women friends. I use different colours: red (for female friends), blue (for male friends), black (for friends). I ask the students to copy the diagram. I write the names of two of my men friends and two of my women friends under the appropriate circle. I point the names and I say for example: This is Anna. I go shopping with Anna. This is Mike. I watch football with Mike. I tell students to write four names of friends. I put them in pairs and tell them to talk about their friends with their partners. I monitor them and help them with vocabulary if needed.
I prepare 15 flashcards in 2 power points (one with the pictures only and one with words and pictures). I print out the PPT with pictures and words and I put them on the walls so the students have the chance to walk around and look at the pictures with the words before the beginning of the lesson. On this pre-teach key words stage, I open the PPT with the pictures only and I try to elicit and drill the vocabulary from the Ss, showing them the slides one by one and asking them what the friends do together. When we are done, I write the days of the week on the board and I make an example: On Monday, I go shopping. I ask 5-6 students to make sentences from the flashcards and the days of the week. In every table they will have a copy of the flashcards with the words so it helps them to remember the meaning, the writing and the pronunciation.
I distribute the handouts with Vocabulary exercise 1 page 24 and I ask the students in pairs to match each picture A-D with a phrase from the box. I give them 1 minute time and we correct them all together (the correct answers will be written on the board by me). In Feedback, I also model and drill the words for pronunciation.
I write the following questions from exercise 2 on the board: Which activities do you do? What activities do you usually do alone? Which activities do you usually do with friends? Students work in pairs to ask and answer these questions; I monitor the different pairs and I help with vocabulary or grammar if needed.
I distribute the handouts with the webpage (ex. 1-listening p.24). I give them one minute time to read the webpage. I ask them “what is it about?” and they have to discuss it in groups. I ask the opinions of all the groups so they can share ideas.
I make them listen once the interview. I tell them to tick the words they hear. They check their answers in pairs and we have the final feedback all the class together.
The Ss listen to the interview again. They work on their own and they check the answers firstly in groups and then with the teacher. In the feedback, I write on the board the numbers with the corresponding answers to avoid any misunderstandings in the correction.