Sultan Alara Cetin Sultan Alara Cetin

TP1
Pre-Intermediate level

Description

Receptive skills lesson about relationships with neighbours.

Materials

Abc Questions for while reading exercise 3
Abc Cut out - Handout 2
Abc Reading exercise
Abc Cut out - Handout

Main Aims

  • To provide students practice in reading for gist, specific information and detail in the context of who you'd like as your neighbour.

Subsidiary Aims

  • To give students practice in speaking for fluency.

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Let the students guess the word NEIGHBOUR while playing hangman. MEANING "someone who lives very close to you" Ask the students what they think a neighbour means, receive general feedback. CCQs Do your neighbours live in other cities? No Do your neighbours close to you? Yes Countries have neighbors too. Is Greece one of Turkey's neighbours? Yes FORM (Form is noted during the hangman lead-in. ) PRONUNCIATION Neighbour /ˈneɪ.bɚ/ Drill with the students after eliciting the meaning of the word. Move onto example 1. Show the questions on the board and let the students talk about these questions in pairs. Ask for a few volunteers to answer the questions. REFERENCES: “NEIGHBOUR | Meaning in the Cambridge English Dictionary.” Cambridge Dictionary, dictionary.cambridge.org/dictionary/english/neighbour.

Pre-Reading/Listening 1 (5-6 minutes) • To prepare students for the text and make it accessible

Pre-teach the following vocabulary through a matching activity. Celebrity MEANING - a famous sports or TV person, possibly a singer or a model FORM - a countable noun PRONUNCIATION - /səˈleb.rə.t̬i/ Public MEANING - people in general FORM - uncountable noun PRONUNCIATION - /ˈpʌb.lɪk/ Poll MEANING - a study in which people are asked for their opinions about a subject or person FORM - countable noun PRONUNCIATION - /poʊl/ Residential MEANING - Only designed for people to live in, with no factories. FORM- Adjective PRONUNCIATION - /ˌrez.əˈden.ʃəl/ TV Personality MEANING - A celebrity or famous person that appears on the TV often. FORM- countable noun PRONUNCIATION - / ˌtiːˈviː ˌpɝː.sənˈæl.ə.t̬i/ REFERENCES “CELEBRITY | Meaning in the Cambridge English Dictionary.” Cambridge Dictionary, dictionary.cambridge.org/dictionary/english/celebrity. “PUBLIC | Meaning in the Cambridge English Dictionary.” Cambridge Dictionary, dictionary.cambridge.org/dictionary/english/public. “Public | Definition of Public in English by Oxford Dictionaries.” Oxford Dictionaries | English, Oxford Dictionaries, en.oxforddictionaries.com/definition/public. “POLL | Meaning in the Cambridge English Dictionary.” Cambridge Dictionary, dictionary.cambridge.org/dictionary/english/poll. “RESIDENTIAL | Meaning in the Cambridge English Dictionary.” Cambridge Dictionary, dictionary.cambridge.org/dictionary/english/residential. “Residential | Definition of Residential in English by Oxford Dictionaries.” Oxford Dictionaries | English, Oxford Dictionaries, en.oxforddictionaries.com/definition/residential. “TV | Meaning in the Cambridge English Dictionary.” Cambridge Dictionary, dictionary.cambridge.org/dictionary/english/tv. “Personality | Definition of Personality in English by Oxford Dictionaries.” Oxford Dictionaries | English, Oxford Dictionaries, en.oxforddictionaries.com/definition/personality.

Pre-Reading/Listening (4-5 minutes) • To prepare students for the text and make it accessible

Show the students the title of the reading ( Who would you like as a neighbour?) and pictures (of Jamie Oliver and Cheryl Cole). Ask the students if they know who they are. If they have no idea, let them know that Jamie Oliver is a famous chef from the UK and that Cheryl Cole is a very famous singer and a model. Let them guess what the text might be about. Put them in groups and let them discuss for 3 minutes. Then get feedback.

While-Reading/Listening #1 (5-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Let the students read the text quickly to see if their guesses were correct. Put them in pairs and let them discuss first, and then ask some students for their ideas.

While-Reading/Listening #2 (7-9 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Put the students in groups. Give them the cut outs. Let them put the cut outs in order, and refer back to the text if necessary. Let volunteers from each group to come up to the board and write their answers. See which group gets the most correct answers.

While-Reading/Listening #3 (7-10 minutes) • To let students read for more detail

Hand the questions to the students on a piece of paper. Pair them and give them about 5 minutes to answer the questions with their pair and then check it with their group. Then ask for volunteers to double check their answers

Post-Reading/Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Regroup the students. Let them discuss the questions in exercise 3 in pairs/small groups. If time allows, organize a small vote and pick the most popular answer.

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