Grammar & Listening - Noisy Neighbours
Elementary level


Have a discussion with the students about their neighbours and their experience with them. Then moving to teach the students the new vocabulary that they’ll need to answer the activities. By using realia/photos, elicitation and CCQs and normal questions to get the meaning from the students. They should be learning the new vocabulary and answer the activities assigned to this stage. Students will have an activity to be prepared to learn the TL and the Grammar in a net stage. The task will get them ready to understand the use of “present continuous” through answering the activity. Going through a listening task. Students will be answering two activities to practice using the TL. Using an example to teach the students the Grammar (clarification stage). The sentence will be “He’s making noise.” By using the CCQs, students clarify the meaning, then pronunciation and form, the students will learn how to use the “present continuous” to talk about actions that is happening now at the moment of speaking. Students will practice one activity by filling in the gaps and get ready for the next stage of the target language for fluency. In the last stage will be asked to the students to practice in a freer practice style for fluency. Finally, give the students Feedback about the contents and Linguistic whether its positive or negative feedback, then greet the students and the end of the class.


Abc Pictures
Abc Projector, PowerPoints slides, Task 1, Task 2, Task 3, WB
Abc Whiteboard
Abc Pictures
Abc Projector, PowerPoints slides, Task 1, Task 2, Task 3, WB
Abc Whiteboard

Main Aims

  • To clarify the meaning, pronunciation and form of "present continuous" and provide the learners with an opportunity to use its form to express about actions that are happening now and still happening at the time of speaking with confidence in the context of noisy neighbours.

Subsidiary Aims

  • To provide the students with the opportunity to practise speaking for fluency using “present continuous” tense to refer to actions that are now and still happening at the time of speaking in the context of noisy neighbours.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- Who are they for each other? - What's the relationship between these people? - Students might answer and say ...Friends .."No". They live next to each other, then they're neighbours. Try to get the title from the students. - Do you have good neighbours? - Do you live in a house or a flat? - Do they make noise sometimes? - Do you have any other problems with your neighbours? In pairs discuss whether you'll have anything in common between you and your pair.

Pre-teaching/Vocabulary (3-5 minutes) • To provide a model of production expected in the incoming tasks through reading/listening

- Explain the MPF of the vocabulary ECDW: - Start to show the students photos of different situations and ask them questions to elicit the meaning of the vocabulary. CCQs: - What are they doing? - Are they happy? - What's the baby doing? - What is the dog doing? Model & drill while you're pronouncing the words, then write it at the end on the WB. Set the task: - Give the instructions: - Ask the students to answer Q. 1a by choosing the right verb from the top to fill in the gaps in each problem's sentence. - Ask ICQS - Make a demo by answering one question with the students. - Ask them to answer individually first for 2 minutes. - Ask them to check the answers in pairs whether to find any agreement or disagreements in answers. Words that need to be foccused on: - Bark - argue - cry

Exposure / Grammar (Present Continious) (3-5 minutes) • To provide a contextualisation of present continuos to help in the incoming activities.

- In this stage students will be asked to match the pictures with the sentences from the picture of the building - student book - P69. So, they can get ready to learn the Grammar as we have it in another incoming stage in a "Guided Discovery Technique." - For feedback, they check in pairs and then look at the WB (projector) to check the correct answers. - Also, answer keys will be handed in, in hard copies.

Listening Task (3-5 minutes) • To provide an opportunity to practice target productive skills

- Students will be asked to listen to an audio track. - First, they answer individually for 2 minutes and then check their answers in pairs. The two questions are: 2b & c - "What's happening? and Where?" - Ask them to check their answers in pairs. - Answers Key, will be provided to save the time of the lesson on the projector and in a hardcopy format.

Language Clarification/ Guided Discovery Technique (3-5 minutes) • To highlight and clarify useful language for coming productive tasks/MPF

One sentence (marker sentence): - He's making noise. CCQs: - Is it happening now, past, or in the future? Now This is to clarify and convey the meaning. - Also, you can use the timeline to make them understand the right time of happening (now). - Ask the students to repeat after you to pronounce it correctly before writing it on WB. He's making noise. Ask the to repeat after you, every then individually. - Ask, the student to clarify the form before writing on WB: He's making noise - Use the coloured pen to highlight the form of the "Present Continuous." - What's the Grammar name for that sentence? Let them answer, then help if they couldn't. - What comes after the subject? Let them answer, then help if they couldn't. - Write it on the WB, then keep asking them questions about the negative format. - Ask them questions again to elicit the form of making questions.

Controlled Practice (3-5 minutes) • To prepare students for more meaningful practice.

- In this activity 6C Q.a P 133, students will be asked to write a question and answer for each picture. - Students, will be asked to answer Q.b on the same page by filling in the gaps after putting the verbs in the right present continuous format. - students will be asked to check their answers in pairs. - Answers key will be provided as the time will not be enough.

Freer Practice (5-10 minutes) • To provide an opportunity to students practice speaking for fluency skill.

- In this stage, the students will be divided into two groups A & B to describe two pictures. - The main rule of this activity is that the students can't see one another pictures while doing the activity. - So, student A will tell B about what he has in his picture, then B will tell him exactly what he has in his one. - A, will be circling the differences that he's listening about from B on his own picture. - B will do all the above by telling A about what he sees in his picture and A will tell him about the things that he sees in his one. - In the end, they check together the differences between their two pictures. The differences should be 8 in each picture.

Feedback/content & Linguistic (3-5 minutes) • To provide feedback on students' production and use of language

Give any positive or negative feedback without nominating to not embarrass the weak students.

Web site designed by: Nikue