Enjy Fayek Enjy Fayek

Unit 5-session B
Elementary A2 level

Description

In this lesson, students are going to practice their listening skill in order to improve it. Also learning how to link ideas with and, but, or and so. After this they're going to answer few exercises as application to what they've learned earlier. Followed by reading for gist and detail adjusted to the students needs. Finally they're going to write a short paragraph about their neighbourhood and if there's still few minutes left, we will have a quick revision together in the form of an online quiz just for fun so it sticks in their mind for longer and to make it easier for them to recall these information while studying or in the exams.

Materials

Abc Online quiz- revision on unit 5
Abc a video
Abc SB
Abc Handout
Abc Powerpoint presentation
Abc Pictures on the projector.
Abc Music from YouTube.
Abc lesson audios

Main Aims

  • To provide gist and specific information listening practice using audios about neighbourhoods and the many places there.
  • To provide gist and scan reading practice using a text about Around the world online in the context of neighbourhoods and describing them.

Subsidiary Aims

  • To provide product writing practice of a paragraph in the context of Your neighbourhood.

Procedure

Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

Show them a video about two neighbours living opposite of each other, and ask them to describe each neighbour. Eliciting, hopefully, new vocabulary to add to their adjectives vocabulary. Another thing I can do is ask them to ask me 5 questions about my neighbours. Then, I write each question on the board, and after answering them I will ask them to ask and answer these questions in pairs. Another possible thing, is showing them a picture of an old video game, I'm sure they all know which is " neighbour from hell" and ask them if they had such neighbour , how would deal with him.

Pre-Listening for gist and while-listening for specific information. (10-12 minutes) • To prepare students for the audio and make it accessible

Answering question 1-c. First, I will tell them what they are about to hear, which is three people talking about their favourite type of neighbourhoods. Whether they live in it or not. Also that they have to write above each name of the three names, the person's favourite type of neighbourhoods. Automatically I play the audio twice. Then I ask them if they want to hear it for one last time. In this case will play it for them one last time. After that, I will elicit the answers. Finally, showing them the answers on the projector so they can check it. Answering question 1-d.I will tell then we are going to listen for the same audio in this activity as well. Adding that this time you will write the places next to the people who talk about them, but I need them to read the words in the box first to make this task easier for them. Then after few seconds I play the audio. Ask them if they want to listen again. After that, I ask them to check the answers in pairs. Finally, show them the answers on the projector.

While-Reading (8-10 minutes) • To provide students with less challenging gist and specific information reading tasks

Answering questions 2-a,b,c. Simply by giving them the instructions of each question. Giving them a time limit for each questions which is 2 minutes for 2-a, 2 minutes for 2-b and 3 minutes for 2-c. If they need longer time then I will add a minute or so until I see that 80% of the student have finished and ready for the next step of the lesson. The feedback is elicited, checked in pairs and on the projector.

Post-reading to analyze the text (10-12 minutes) • To provide students with some writing skills

Answering questions 3-a,b,c,d. After answering the first question 3-a which is a test. I write their conclusion on the board by giving them sentences on the board and ask them to link them together using a linking word. After that, I go through the questions smoothly. Giving each question the time it deserves according to my students needs. The feedback is elicited from the class as one group or by student, checked in pairs and on the projector.

Post-Reading and listening (8-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I show them an example of a paragraph I wrote about a neighbourhood that is similar to the one I am going to ask them to write shortly after. Then I tell them to look at question 4-a,b. Use my written paragraph as an example of what I am expecting them to write. In the meanwhile, when they start writing, I monitor to make sure everyone is on task. When a student finishes the task, I tell him to check his article, spelling and the use of linking words with another student who is also finished with his writing

Flexi stage (7-10 minutes) • unit revision

If we could save time and still have 10 more minutes to spend on something useful. I will give them the online quiz. Which is a revision on unit 5 as whole. Including the vocabulary, grammar and language skill of the entire unit, even the lessons they just took today. summed up in 18 tricky brainstorming questions.

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