Tasneem Ashur Tasneem Ashur


Elementry level

Materials

Abc made-up- white boards & Markers
Abc audio
Abc Gap-fill handout
Abc white board / markers

Main Aims

  • To provide accuracy and fluency speaking practice in a interviewing in the context of public transportation

Subsidiary Aims

  • To provide practice and review of language used for asking & answering survey questions in the context of public transportation

Procedure

Warmer/Lead-in (3-5 minutes) • To generate interest in the topic of the lesson.

Draw a word Teacher divides the class into pairs of two. Teacher passes out written words on slips of papers, the class has recently learnt, one for each pair. Teacher hand-out a made up white board. Teacher asks SS to draw a representation of the word on the made- up-board, and the other partner has to guess the word. Once students finished with the task, they may swap and guess others drawings.

Preparation (4-5 minutes) • To provide a model of production expected in coming tasks through listening

Teacher chests the survey hand-out, and point to gaps. Teacher asks SS to write full questions using the prompts in the brackets. Teacher clears out that SS need to work individually. Teacher goes around and monitor. Once SS finish, teacher asks them to check their answers in pairs or groups. Teacher passes out answer key, SS check their answers.

Preparation 2 (5-6 minutes) • to give learners another chance to prepare ideas for the task

Teacher elicit some block words from the audio script. Teacher draws SS attention to listen to the audio, about a student answering questions in the transport survey. Teacher asks SS to circle the correct answer in the survey. Teacher may re-play the audio if SS are puzzled with the task. Teacher asks SS to check their answers.

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

Teacher chest Useful Language box part a & b, and tell the SS to tick the phrase they hear. Teacher plays the audio again. SS check their answers in pairs/ groups. Teacher monitors and takes notes of any language problem. elicit:- Teacher elicits the useful language. concept check:- Teacher asks CCQs: 1. are we talking about actions in the past? (No) 2. are we talking about (facts) actions happen in the present?(yes) Teacher drills the phrases from the UL box. Teacher writes 2 - 3 examples from the UL on the board. Teacher draws SS attention to the stressed word in the phrases.

Productive Task(s) (7-9 minutes) • To provide an opportunity to practice target productive skills

Teacher puts the SS in pairs/ group. SS take turns in asking and answering the questions in the survey. Teacher draws SS attention to take notes for their partner's answers. Teacher plays background music while SS working. Teacher monitors

Feedback (7-8 minutes) • To provide feedback on students' production and use of language

Teacher asks SS to swap partners. Teacher tells SS to share their other partner's answer using the notes they've written. Remind the SS to use the useful language box section C. Teacher may play a background music and monitors.

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