Cenk Cenk

My Town
Beginner level

Description

In this lesson, ss will learn some target structures such as there is/are, some, any, a few, a lot and lexis about places in a city. The lesson starts with some pictures shown to ss and there are lots of drilling. This is followed by a group activity and ss will then formulate/mimic sentences by using the lexis and target structures. Then, there is a reading practice and about a small town and finally, there's a freer activity.

Materials

Abc Town Map
Abc Controlled Task
Abc Reading/My town
Abc Places-Picture
Abc My Town-Picture

Main Aims

  • The intended aim of this lesson is to provide clarification to target structure "there is/there are" in the context of my town

Subsidiary Aims

  • The intended sub aim of this lesson is to practice speaking for accuracy and fluency in the context of my town
  • The intended aim of this lesson is to provide gist and detailed reading in the context of my town

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

The lesson starts with some basic questions. e.g. ''Good morning, how are you today?'' Then, T shows a picture of a town and indicates that it is the town that she lives. (Be careful with the language grading as they are beginners.) ''This is my town and I live here. It is very small and beautiful. What do you think about my town?'' Get feedback. Afterwards, T asks about their towns in order to intrigue SS more by the theme of the lesson. ''Where do you live?'' ''How is your town?'' Get brief feedback

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

Nine pictures will be shown to SS; school, library, pharmacy, airport, train station, police station, bus statation, supermarket and hospital. T shows school and pronounce the word and asks SS to pronounce all together. Then, They will then be asked to pronounce individually. There are lots of drilling in this stage of the lesson. Afterwards, T writes the word on the board. This procedure needs to be followed for each word. Then, ask each student to stand up and make a circle. Then give the pictures to the students and the student who holds the picture pronounces the word and gives it to another student; this procedure will be followed for each word and student. Meanwhile, T monitors the SS and gives feedback. When they finish tell SS to return to their seats. Show the pictures again, but while showing them, this time use the target structures. e.g. ''There is a school in my town.'' ''There are two libraries in my town.'' ''There is not any airports in my town.'' Ask SS to repeat the target structures, first altogether, then individually. Meanwhile, provide error correction if necessary.

Highlighting (4-5 minutes) • To draw students' attention to the target language

Some of the sentences are written on the board that ss repeated in the previous stage of the lesson. E.g. “There are two libraries in my town.” “There is a school in my town.” “There isn’t any airport in my town.” Then T models the structures and gets brief feedback

Clarification (3-4 minutes) • To clarify the meaning and form of the target language

Tell ss to read the short text quickly and answer the question in section one in pairs. ICQ: Demonstrate for them to read in pairs. Then T folds and hands out the sheet. Give feedback when ss finish. Afterwards, ask ss to unfold the worksheet and read again and answer the questions in section two as true or false. Give feedback when they finish.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Ask ss to complete the exercise individually (fill the blanks). ICQ: "Will you talk with your friend?" (No) Then hand out the worksheets. When ss finish, ask them to do peer-check. Afterwards, tell ss to flip the page and check their answers.

Free Practice (9-10 minutes) • To provide students with free practice of the target language

Hand out town map and ask ss to check the small map given for a minute. Then ask ss to talk about the places on the map in pairs. Provide examples; e.g. "There is a pharmacy in this town." or "There are lots of parks in this town." Meanwhile, monitor ss closely for possible errors. Ask ss to change partners when they finish. Therefore, they'll have a chance to speak with different partners. Provide error correction when they finish.

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