Sameh Hussein - Speaking
To provide fluency speaking practice in a discussion in the context of neighbuorhood problems
To provide fluency speaking practice in a decision making in the context of neighbuorhood problems
Procedure (54-60 minutes)
Warm up: To have fun and get the students' attention students will play a game about compound words. I will show them two pictures and they should figure out the word. Look at the pictures and figure out the word. CCQs 1- Are you going to look at pictures or read sentences? Look at pictures. 2- Are you going to figure out a word or a sentence? A word. The words: armchair - jellyfish - pancake - cupboard - butterfly - sunlight Lead-in: To set lesson context and engage students I will give the students some words and phrases and will ask them to write sentences about the problems in their neighbourhood with too much, too many, (not) enough. Work individually to write eight sentences about the problems in your neighbourhood using too much, too many, (not) enough and the words/phrases in the box or your own ideas. CCQs: 1- Are you going to work in groups or individually? Individually. 2- How many sentences are you going to write? Eight. 3- What should the sentence be about? problems in your neighbourhood. Words and phrases to use: traffic - places to park - places for children to play - noise at night - trains - buses - pollution - rubbish - late-night bars - good schools - parks - sports centres - police Students should write sentences like: There's too much traffic. There aren't enough places to park. Teaching Vocabulary: To teach students the blocking words they might have while speaking I will introduce the blocking words using the MPF strategy. For each word, first I will show the students a picture and will ask some eliciting questions to reach the target language then I will show the the meaning of the word and ask some ICQs to make sure they understand the meaning of the word. After that I will pronounce the word three times then ask the students to say it. Finally I will show then the form of the word and put it in a context to clarify its meaning. Planning Time: To give the students ideas for the topic I am going to discuss with the students some ideas related to the problems in the neighbourhood asking the following questions to brainstorm as many ideas as possible: 1- Do you live in a city or in the countryside? 2- Is your neighbourhood crowded or not? 3- What are the three biggest problems in your neighbourhood? 4- How do these problems affect you live? 5- Are you a good neighbour? 6- Have you ever participated in solving the problems in your neighbourhood? How? 7- Would you like to liv in another neighbourhood in the future?
Controlled Practice: I an going to give the students a set of questions and answers and put then into pairs to practice asking and answering these questions and answers. Work in pairs to ask and answer the following questions. You are going to work as speaker A ad speaker B. Speaker A will ask the first 3 questions and speaker B will answer them. Then. speaker B will ask the second 3 questions and speaker A will answer them. You have got 3 minutes. ICQs: 1- Are you going to work in pairs or groups? - In pairs 2- Are you going to ask and answer or read and choose? - Ask and answer. 3- How much time have you got? - 3 minutes The Questions and answers: 1- Do you live in a city or in the countryside? - I live in a city. 2- Is your neighbourhood crowded or not? - It is so crowded. 3- What is the biggest problem in your neighbourhood? - It is the busy traffic. 4- Do you help in your neighbourhood? How? -Yes, I sometime clean the street where I live with my friends. 5- How do you think we can solve the problem of crowded traffic? - I think we can solve it by building a metro line. 6- Would you like to leave your neighbourhood? - No, I like living there so much. Freer Practice: To let the students talk about the topic. I am going to divide this stage into two parts as follows: A. Work on your own. Make a list of five things you would like to do to improve your town/city. you have got 5 minutes. ICQs: 1- Are you going to work in pairs or on your own? - On our own 2- How many things should you put in your list? - 5 things 3- How much time have you got? - 5 minutes B- Work in pairs. Explain why you have chosen the things on your list. then choose the five best things from both lists. You have got 5 minutes. ICQs: 1- Are you going to work in pairs or on your own? - In pairs 2- How many things from both lists should you agree on? - 5 things 3- How much time have you got? - 5 minutes
Simulation: To help the students make a project related to the topic I am going to ask the students to work in groups to make a project that can help improving their town. It will be a presentation about the best five things that can improve the town / city where you live. Work in groups. Agree on a final list of five things explaining why you have chosen them. Make a presentation about them. You have got 8 minutes. ICQs: 1- Are you going to work in pairs or on your own? - In groups 2- What are you going to make? - a presentation 3- How much time have you got? - 5 minutes The students are going to present their project. Feedback: To give the students feedback on their production and use of language First I am going to elicit a feedback from the students on their performance asking the following questions: 1- What could be better about your speaking? 2- Did you make a mistake and would like to tell your friend to avoid? 3- How can you improve your speaking? 4- What is the best thing you have done? Then, I will give them my own feedback. I am going to talk about their language and fluency telling them the mistakes I noticed and how to avoid them or improve them.