To provide practice in listening to basic information about the various shops and public services on a road, to make sure the ss understand the gist of issue and demonstrate their understanding
To provide practice in speaking fluently and accurately about the shops and public services they have learnt
Procedure (32-39 minutes)
The teacher projects a picture on to the WB and asks the students "Where are the people?" The teacher elicits the answer "They are in the shops" The teacher shows a Power Point presentation to the students which includes some prompts "There is a/an..." "There are some..." "There are a lot of..." The teacher also gives the names of places " a building, a museum, a park, a shopping center, a shop, a supermarket, a house and a cinema" The teacher asks a question "Which places are there in 4Levent? and asks the students to work in pairs and make sentences about 4. Levent using the prompts in the power point.. After they are done, the teacher asks a few students to tell the class one or two of their sentences.
The teacher projects pictures representing the new vocabular and the new words onto the WB and she also gives out handouts she has prepared. The teacher divides the class into groups of three and asks the students to match those words with the pictures. After they are done, they match them on the WB too. The other students can also check their answers in the process to see if they are correct or not. If they have any mistakes, the teacher corrects them. The teacher demostrates how to pronounce those new words and where we put the stress. The students repeat after her.
The teacher gives out handouts to the students (Activity 2 A and B, Face to Face, Second Edition, Cambridge University Press, Pp 48) The teacher projects a picture of Susan and her friend, Isabel, on to the WB and asks the students "Where does Susan live? After she gets the answer, she tells them that Susan's friend Isabel has come to stay with her. The teacher asks the students to listen to the recording and number the topics in the handouts in the order in which they hear them from 1 to 5. The teacher asks ICQs "Are you going to put a tick? (No) "Are you going to put these words in order with numbers? (Yes) After the students have listened, the teacher asks the students to number the words in the order in which they heard them on the WB. If neccessary, the teacher plays the recording twice. The teacher checks the answers and gives feedback.
The teacher gives the students time to read the sentences one to seven. (The second handout part B) The teacher plays the recording again and this time, she asks the students to choose the correct words. If necessary, the students listen twice. After they have listened, the teacher asks them to compare their answers with thier partners. Then, the teacher asks the whole class to choose the correct words on the WB. The teacher checks the answers and gives feedback.
The teacher gives out handouts (The teacher made a chart) and asks the students to get up and find two new partners. The teacher gives prompts in the charts "Which are there on your road?" "On my road, there is/are..." The students ask their new partners "Which places do you have on your road?" When their partners answer the question, they write only three places on their chart and change their partners. The teacher asks ICQs "How many people are you going to ask? (Two) "How many places are you going to write for each person? (Three) After they are done, the teacher asks a few students what they have written down. The teacher gives delayed feedback if they have any problems with the target language.