Samah Samah

Do a transporting Survay
Elementary level

Materials

Abc Survey
Abc powerpoint containing pictures/answer key
Abc Brainstorm handout
Abc Brainstorm handout
Abc Text book
Abc CD- track 7.1- 7.2 for the listening task

Main Aims

  • By the end of this lesson students will have developed their skills in listening for gist and specific information in the context of travelling.

Subsidiary Aims

  • To provide fluency speaking practice in a survey questionnaire in the context of traveling

Procedure

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

T.Tells students that every day she walks to school. T. asks one student( How do they come to school?) T. writes the question on the board. T.gets students to ask and answer each other.

Pre-listening vocab (5-6 minutes) • To provide a model of production expected in coming tasks through listening/speaking

T. posts the expression how far?/ how often?/ how long? along with 3 related pictures about distance, frequency and time on the projector using a powerpoint. T. Asks students to match the expressions with pictures. T.sets examples to clarify the use of each expression CCQ: If I want to ask you about how much time is needed to do something, which expression do I use? CCQ; if I want to ask about how many time do you repeat an action which expressing do I use. T. asks students to work in pairs to finish a handout task by choosing the right expression for each question. ICQ: Are you going to work alone or in pairs? Are you going to write or read?How long will it take you? 3 minutes. T.goes around and check students answers. T.Teaches the word survey? show students a survey and elicit the meaning of the word? what is this ? A paper. What is in this paper or sheet? Question and answers . How many answer for each question.4 if I want to know you better and collect some information from you , I would give each one of you this questionnaire? what do we call this questionnaire.SS. Survey

Useful Language (5-6 minutes) • To highlight and clarify useful language for coming listening task

T. put Ss into two groups 4 -5 group (depend on the students number) Ask Ss. to work together to write the full questions for their survey .T. Shows Ss examples on the board .How/ study every day? T. elicits the answer from the students( How+ auxiliary+ subject\+ bare infinitive) ICQ: Are you going to speak or write?Are you going to work alone or in a group? how long will you have to finish the exercise?4 minutes. T. posts the answers on the projecter SS. checks their answers.

while listening (18-20 minutes) • To practise listening for specific information

T . tells students that they will listen to someone talking about how does she travel. - T. asks students to listen and choose the correct answer in the survey individually . ICC: Are you going to listen? Where is the survey? How many choices do you have?Are you going to choose only one? Are you going to work a lone? T.asks students to listen again and tick the phrase they hear in useful language box. T. draws a tick on the board for illustration . They are working individually. ICC T. asks students to check their answers on pairs

Production (8-10 minutes) • to practise asking and answering questions from a survey in the context of travelling.

T. divides the class into A and B groups. Give each student a survey, asks them the stand up in a two rows facing each other. T.asks Ss to take turn to ask and answer questions from the survey. SS. practise reading the questions and stress the main verb and noun in each question and answer. Ss in A\B groups ask and answer the questions filling in the circles for their partner . Teacher monitors students' using the target language and interfere when needed.

Freer Activity (3-4 minutes) • to practise talking about their partenes' answers

T. posts the sentences from Useful Language (c) on the board and ask Ss to report back on their partner's answer.

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