melanie melanie

3B pennsylvania avenue
Elementary level

Description

In this lesson students will learn about different parts of a house through a listening activity. In lead-in students will be brainstormed how to describe a famouse house in Istanbul. The listining activity develop studenst ability to understand the gist and also details of a documentary about white house. the vocabulary will be presented through listining activity. teacher will work on students pronunciation through drilling and modeling.

Materials

Abc photos
Abc coursebook hand out
Abc coursebook

Main Aims

  • To provide gist and detailed listening practice using a text about a famous house in the context of parts of the house

Subsidiary Aims

  • To provide students with ability to describe their house using a listinig context about a famous house.

Procedure

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

T will hand students a picture of Dolme Bahce and some questions near to it. she first elicits some information about this palace . what is this? have you been there? then let the students to answer the questions in the hand out. she get students feed back by leting them to check their answers in pairs and talk about the house in the photo. teacher listens to them unubtrusively and give helps whenever possible.

Pre-Reading/Listening (4-6 minutes) • To prepare students for the text and make it accessible

T shows the picture in the book and ask the same question. what is this? where is this? have you been there? then she tells them to answer the questions. they can guess the answers in pairs.

While-Reading/Listening #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Teacher explains that they are going to listen to two people in this house. she writes down this on the board. one person ask=visitor one person answers=turist guide then teacher writes down numbers 1-6 and writes down the first question on the board and ask them to write the numbers next to each questions. teacher asks them to check their answers with their partner teacher checks if they answered correctly and if they need a second time to listen again. teacher asks these CCQs in order to find out up to what extent they understood the text. what is the other name of this house? where is this house?America or Canada or .... how old this house?

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

teacher writes down the numbers in ex.3 listening on the board and let the students to repeat them. she asks them to put the numbers in the sentences below by guessing in pairs. teacher lets them to listen to the audio and write the real number next to each sentence. they check their answers in pair again.

Post-Reading/Listening (3-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

in case we have enough time teacher writes down these sentences on the board I would like to go to pennsylvania avenue becuase it is a famous house. It is so beautiful and big. there are 132 rooms in the house. it is in America. then she erase some parts of the sentences so students can have a clue to talk about it. teacher put the students in groups to talk about the white house. teacher listens to the studenst and help them with their vocabulary in case we dont have much time for the rest of the activities teacher gives them 2 minutes to talk about if they would like to visit the house.

pre-listening (4-10 minutes) • students will be able to name different parts of a house through miming and listening

teacher writes parts of the house in the middle of the board and start mime cooking and asks where am I? she elicits as much as possible by miming different activities. sleeping.. eating. showering. watching TV. she writes downthe vocabs on the board. then students can come and mime a word. the other can guess the activity. students match the words to the picture in ex. 1 vocabulary. they will check their answers in pair. students will listen to the recording and check their naswers.

speaking • providing students with an opportunity to communicate using the target language

teacher put students in groups of 3 to talk about the questions in ex.3 she monitors them and tries to give indivudual feedback.

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