TP8 - Pre-Intermediate level
unit 9C/- Pre-Intermediate level level
To provide gist, detailed and specific information listening practice using a text about neighbourhood in the context of problems with the neighbors
To provide review too many and too much
Procedure (32-43 minutes)
I talk about the neighborhood I live in and some of the problems I have with my neighbors, and ask sts 1- Where do you live? Which neighborhood do you live in? What kinds problems do you have with your neighbors? Elicit what they know about the topic.
I present the words through photos and elicit answers. If the sts elicit the meaning of the word, I clarify the form and pronunciation, I use modeling and ask sts to repeat after me. Stick the pictures and write the words on the WB.
Tell the sts that they are going to listen to five people talking about the neighbors. Give sts time to look at the 5 pictures A - E. Tel them they will put the pictures in order. Use ICQs to check their understanding. Sts put pictures in order. Ask sts to share their answers with partners. Check answers with the class. Write the answers on the board.
Give sts time to read questions 1-5. Check their understanding of the questions. Play the recording again. Pause after each person to give sts time to answer the questions. Sts check answers in pairs. Check answers with the whole class.
Ask sts to work in pairs and answer the following questions: Who do you think have the biggest problem with their neighbours? Give sts time to share their answers. Ask sts to share their ideas with the class.
Check that students remember the difference between too much and too many. Write two examples on the board: There is too much traffic. There are too many cars. Use CCQ to check understanding. Sts work on their own and write 6 sentences about problems in their neighborhood. While they are working, check their sentences for accuracy and help with any problems.
Divide the class into two groups. Ask each group to compare the ideas and find out how many are the same. Students then decide which the three biggest problems are. Ask each group what they think the biggest the three biggest problems are. Write them on the WB.
Monitor the students while there are in groups, listen to what they say. Give delayed feedback.