Christopher Christopher

Teaching practice 3
Pre-Intermediate level

Description

In this lesson, sts will learn vocabulary relating to cities and will learn to talk about what they like and don't like about the neighborhood in which they live. They will do an exercise asking them to describe their hometown and to classify the words they use into four different categories. They will also learn quantifiers and how to use them in a sentence and apply their knowledge in a reading exercise in the textbook about three different neighborhoods in Montreal.

Materials

Abc Hand-out
Abc Reading supplement: Living in Montreal

Main Aims

  • To introduce and give practice in using new vocabulary and words used to describe places and facilities found in cities and neighborhoods. Sts will also learn to apply using the new vocabulary in a practical exercise in which they will be asked to read from a web page.

Subsidiary Aims

  • To introduce students to quantifiers "a lot, many, much etc..." and to elicit feedback from them by having them talk about their city and the pros and cons of living in their neighborhood

Procedure

Lead-In/Warmer (10-12 minutes) • To elicit vocabulary that students may already know and to evoke interest in the topic

Ask students to get in small groups and write down what they like about Istanbul and what they think is not so nice. Tell them that they can just describe the items that they may not know the names of. While they are doing that right a column for "good" and a column for "bad" on the board. Walk around to ensure the students have come up with some items. Ask students to come up and write down their answers in each one of the columns. Discuss answers as a class.

Vocabulary: exercise 1 (10-12 minutes) • To introduce sts to vocabulary needed to talk about their town or neighborhood and elicit words they may already know about this topic.

Explain the instructions on the hand out and then distribute the hand out to sts. In small groups, have sts put the words in the box into one of the four categories. Make columns for each of the four categories on the boards. Ask students as a class which items go in which columns, explaining the meaning of each item they may not know (see language analysis page for more details). Make sure they understand the meaning of some of the more difficult words and teach stress and pronunciation of the words listed on your language analysis sheet. Ask for other words they may know that might also fit into each category and go over the meanings of each word that may be unfamiliar to sts.

Vocabulary: exercise 2 (5-7 minutes) • To get the sts talking about what is important to them in a city and introduce more relevant words to their vocabulary.

Tell the students to imagine that they will be moving to another city and have them discuss with their tables what would be the most important thing for them to consider (ie safety, nightlife, rent prices). Ask them to arrange their list into aspects that are absolutely necessary and those that are only preferable. Go over their answers during a short CCQ based whole-class discussion.

Reading exercise 1 (12-14 minutes) • To make the sts see the vocabulary they have just learned in context and make them more comfortable using the words in everyday speech.

Ask them if they know anything about Montreal and Canada and briefly introduce both places. Ask sts what they may expect to find there, writing any new words on the board. Tell them they will be moving to Montreal and need to decide in which district they would like to live. Pass out the reading supplement and have them read the descriptions of the three neighborhoods on their own and decide in which one they would most like to live and why. Have them compare their answers with a partner.

Reading exercise 2 (8-10 minutes) • To provide a chance for detailed reading of a source and to allow feedback to ensure students really understand the material they have read.

Tell the students to read through the text again and find which categories each of the sentences belongs to. Ask CCQs to gauge understanding of the text and of particular words that may be unfamiliar to some sts. Once again ask questions to ensure they know the meaning of "dangerous" and "accommodation." As a class go over the answers.

Extra exercise (Time permitting): Talking about ─░stanbul (5-7 minutes) • To get the sts to talk about their neighborhood and what about it makes it a good or bad neighborhood to live in.

Tell the students to discuss with their groups what in their opinion is the best neighborhood in Istanbul to live in and why. After a few minutes grab their attention and as a class start discussing their answers. Ask CCQs to see what they have decided.

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