New lesson plan: Listening, TP7

Shrooq Abusharkh

Listening, TP7 - Beginners level

Listening, TP7
Beginners level

Description

This lesson continues with a similar context to the previous lesson, but widens the focus to focus on questions from there's and there are (TL) and use the vocabulary and grammar from earlier. The listening in this lesson is the source for the grammar in the following lesson.

Materials

handouts

handouts

Main Aims

To provide gist and detailed listening practice using a text about places in a city in the context of a conversation between two friends about their city.

Subsidiary Aims

To provide clarification, review and practice of Qs with there's and there are. in the context of a conversation between two friends about places in their city.

Procedure (45-45 minutes)

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

In pairs, Ss are going to say sentences about the town or city in they are in now using the phrases there's and there are while seeing some photos from the board to help them in remembering the places. w/c-T FB

Exposure (10-10 minutes) • To provide context for the target language through a text or situation

Exposure 1: Ss are going to have a handout to match words to the pictures 1-9. Ss are going to see photos for some new words from the conversation and discuss the meaning of these words with T. Exposure 2: Ss are going to listen to a conversation between two friends; Susan and Isabel, and are going to order the topics that were discussed in the conversation on a handout ( listening for gist(. Peer-check Ss will check their answers from the board. Exposure3: Ss are going to listen again to choose the correct words on a handout. Peer-check Ss will check their answers from the board.

Highlighting (5-5 minutes) • To draw students' attention to the target language

Ss are going to have a printed transcript of the listening and underline all the sentences and questions that used there's and there are in the text. Ss will try to notice the difference between there's and there are by looking at the underlined sentences on the board. Ss are going to fill in the gaps by using aren't or isn't on a handout.

Clarification (10-10 minutes) • To clarify the meaning, form and pronunciation of the target language

In pairs, Ss are going to try to fill in gaps with is, are, isn't, or aren't for yes/ no Qs and their short answers. Ss will look again at the sentences and try to choose the correct rule for TL on the board. Ss will look at two questions from the text an will answer CCQs like: There is a station near here. Do we have a station near here? Yes There aren't any good restaurants near here. Do we have good restaurants near here? No Ss will look at a sentence and a question and spot the difference to guess how to form a question from a sentence. Ss will look at this sentence on the board: There's an expensive market. and will answer CCQs: Is 's' a consonant or a vowel? a consonant. Is 'a' a consonant or a vowel? a vowel. Ss will listen to T clarifying when we link between sounds in the words. Ss will notice the silent 'e' in 'some' and will discover that the last sound in this word is 'm'.

Controlled Practice (5-5 minutes) • To concept check and prepare students for more meaningful practice

on a handout, Ss are going write positive and negative sentences using the information that is given in pairs. Ss will check their answers from the board.

Semi-Controlled Practice (5-5 minutes) • To concept check further and prepare students for free practice

Ss will write eight questions to ask a nother student about places near his or her home using the words on the map individually. Ss will have an example to understand what to do. Peer-check.

Free Practice (5-5 minutes) • To provide students with free practice of the target language

Ss, in pairs, will take turns to ask their questions from the previous activity to their partner and answer each other's questions.