Samar khaled Samar khaled

lesson c - I had that happen to me - 3.reading
grade 4 advanced level


In this lesson students will learn about rude behavior listening to recording of a conversation between a woman and a man in a taxi. the lesson starts with discussion about situations show bad and good behavior. then they listens to the record to understand the conversation and answer some direct and IN details questions. at the end they write a dialogue between two persons which shows what they understand.


Abc A loud call
Abc Asking for tips

Main Aims

  • To understand the conversation about rude behavior.

Subsidiary Aims

  • - To provide the skill of prediction.
  • To practise on how to listen in details
  • To provide the listening skill of skimming
  • To provide the skill of deduction.
  • To practise on the post listening task which is writing a dialogue using what they have learned of the lesson.


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

I play an animation video about good manners. Then as a lead inm I give Ss cards containing some situations that show bad and good manners and other cards show correct or wrong. in each situation I call in a pair of Ss to act the situation from cards, and the other Ss show correct or wrong.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

Prediction I show the picture of our lesson,and elicit an ideas from Ss about it. Is it a private car? so, do more people use it everyday? Then I show the title and ask CCQs: do you think that the driver is always descent one? do you think that the commuters always behave well in it? so it has much daily experiences to share? lets see some experiences sharing from taxies rides? I show Ss a picture of each situation is sharing in the audio track,and ask CCQs after one by one. 1- a loud call? - Does this driver smile or laugh? - is it good that he laugh like this when he has a ride? - maybe he is on a call with someone? - do you think the woman behind is satisfied with his behaviour? - it's not good for his work? - so, its good or rude behaviour? 2- asking for tips: - is the car on the road or stopped ? - they at the end of the trip? - are they happy? - why might they fight at the end of the trip? - so driver want to take extra money? 3- Bad driving: - did the car hit the front one? did the driver apologize or continue his driving? is it good? 4- crazy driving: is he careful during his driving? is it good for himself and the passenger? so it's dangerous? what might happen? does any one of us like that theses situations happen to him? So, all of these situations show bad or good experiences? let's talk about personal experiences with drivers. In pairs (one next to one) using (Rally Robin) structure you will speak to each other and share your own situations. How to apply this structure? follow the alphabetical order in sharing 1-2 After the 1st partner shares one thing, partner 2 shares one thing; repeat. You “Rally” the situations like this until I call time. Tell your partners if you, the driver or a third person had the bad behaviour. your time is 4 min. ICQs: - you are speaking about situations from movies? - are you writing these situations? - do you have 10 or 4 min. Teaching vocabulary: I show a picture for each blocking word and eliciting questions, say the definition and form, pronunciate it then CCQs and context. 1- fiddling: Eliciting questions: - what does this woman do while driving? - is it important to do right now? - should she be careful of driving? so, this is fiddling with driving. fiddling: not important, or of no real interest. CCQs: - is the fiddling done in right time? - does it waste the time? can we stop fiddling when we have important work? form I say the word 3 times loudly, then ask Ss to say it. context: Stop fiddling with your hair - it looks fine. 2- Manners: Eliciting Questions: - Are those good or bad words? - is the person who always says them a good one? So, those are good manners. manners:a way in which a thing is done or happens. CCQs: - will people love him and like to know him? - what are some good words we use to behave? - do you say those words? I say the word 3 times loudly, then ask Ss to say it. form context: Islam teaches us the good manners. 3- Blame: Eliciting Questions: - does it like thanking? - does it come after a mistake or good job? - is this mistake necessary from you or anyone? So, it is an expression of anger about a mistake. Blame: feel or declare that (someone or something) is responsible for a fault or wrong. CCQs: - is it a good way to repair your mistake ? - will the other person be happy or sad with your blaming? - Is it good to blame someone about a mistake you did? - have you ever blame yourself or anyone about a mistake? I say the word 3 times loudly, then ask Ss to say it. form context:don't blame your parents on your mistakes.

While-Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

GIST TASK: I let them listen to the audio clip to take an overview of the conversation and answer exercise A which is number the incidents in the order that they talk in. I have them answer in pairs After Listening, They are going to answer exercise A in the same pairs(one next one) in alphabetical order . you have 5 min. ICQs: - are you going to work in pairs? - are you writing your answers? are you answering in random order? is your time 2 mins? After that, I show the model answers in my guide and let them compare. Specific information task: In this stage Ss will listen again to catch some specific information to solve exercise B which is filling the gaps from their owns. After Listening, Ss are going to solve the exercise in groups using numbered heads strategy in the same order. How to use this strategy? 1. Students number off: 2. Teachers asks a question and gives “think time”. 3. Students privately write own answers [solo time]. 4. Students stand up, put heads together [huddle up], show answers, discuss, and coach if necessary. 5. Students sit down when everyone knows the answer or has something they can share. 6. Teacher calls a number; that numbered student from each group stands and simultaneously answers the teacher’s question. 7. Teammates praise [CELEBRATE] students who responded. your time is 6 min. ICQs: - are you going to work individually till the end? - will you stay standing up when finish discussion? - do you have 10 min?

While-Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

I have Ss listen to the audio clip for the third time individually to go into details and answer the following comprehension questions: - What has the woman annoyed from the driver in the first situation? - How far has the man agreed with her? - Why do some people talk loudly in their cell phones? - In the man opinion, why has the driver made circles around before arriving to the location? - What has surprised the man at the end of the trip? and why? - Why hasn't the man blame the cyclist that was upset? - What are the 2 rude behaviours that the driver has done in last situation? After listening, they are answering the questions in groups using Fan -N- Pick Strategy. What is this structure? Each group of you receives a set of question cards. • Student 1 holds question cards in a fan and says, “Pick a card, any card!” • Student 2 picks a card, reads the question aloud and allows 5 seconds of “think time”. • Student 3 answers the question. • Student 4 paraphrases [says in own words] and praises or coaches. • you rotate roles one person clockwise for each new round. you are working orally, and have 6 min. ICQs: - are you working individually? - are you writing your answers? - do you have 12 or 6 min? Then, they are sharing their work in (T-S) using Rally Coach structure. How to share in the Rally Coach structure ? • Partner A solves or answers 1st question. • Partner B watches, listens, coaches, and praises. • Partner B solves next question. • Partner A watches, listens, coaches, and praises. inference: listen again to find the following: - synonym of ( realized). - antonym of (embarrassed). - synonym of (scary). -antonym of (avoid). Then using Fan-N-Pick structure they are going to answer and share answers with the class.

Post-Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In pairs, write a dialogue between 2 people named by you. tell each other about self experiences that had happened with you based on what you have learned from our lesson. you have 10 min. ICQs: - are you going to do the dialogue orally? - are you naming the characters with your real names? - do you have 5 or 10 min? then, each pair exchanges its dialogue with another.

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