Ege Tuna Ege Tuna

Listening & Vocab - You&me / introductions
Elementary level


In this lesson, students will look at the photos of London. Listen, talk and write about what they know about London, using adjectives. Work with their friends, listen, correct and complete sentences/ questions.


Main Aims

  • To provide specific information listening practice using a text about being a student in London in the context of daily life in London

Subsidiary Aims

  • To provide clarification, review and practice of adjectives, question forms, "to be / 's" in the context of daily life in London


Stage 1- Warmer (3-5 minutes) • To give an idea about London, engage them into the topic by motivating them.

Teacher plays a song from the Beatles while ss are coming back from the break. Students look at the pictures related with London (landmarks, UK flag... etc.) T asks students to tell her anything they know about London. Then she moves on to the pictures on the PPT.

Stage 2- Eliciting adjectives (10-12 minutes) • To go over the adjectives in the upcoming activity through eliciting

T shows the PPT about the adjectives and their opposites. Elicits the adjectives through asking questions such as "What do you see in this picture?" T corrects pronunciation through basic choral drilling With colored board markers, T writes the adjectives on the board and briefly goes over how they can be used, and the use of "a/an" with an adjective: a beautiful girl, a big tower, an interesting activity, an expensive ring, a cloudy city, hot weather, an easy language, a friendly dog, a nice house.

Stage 3- CB activity (5-8 minutes) • SS complete the sentences with suitable adjectives given

T writes a sentence on the board:"Angelina Jolie is/isn't a/an ............. actress. T asks students "What do you think about Angelina Jolie?" T elicits the adjective "beautiful" T pairs the students T shows the worksheet and gives the instructions -asks the students to complete exercise 2 in pairs. T monitors the students and takes notes while pairs complete the sentences. T groups the pairs. T asks pairs to check their answers with other pairs. T monitors and takes notes. T gets the whole class feedback.

Stage 4- Prediction Task (5-7 minutes) • To introduce the context of the listening text

T compares the metro system of Izmir and London by showing pictures. T gives the synonyms of metro "UNDERGROUND, tube, subway" T writes UNDERGROUND on the board. T introduces Analisa by showing her pictures and asking the following: "Where is Annalisa? Is she old or young? What does she do? Why is she in London?"

Stage 5- Listening (10-15 minutes) • To expose students to new language and to reflect communication in our daily lives

T shows the worksheet T gives the instructions : First read the sentences. Then listen to Annalisa. Are the sentences true or false? Correct the false sentences. T distributes the worksheet T waits students to read. T plays the recording. T monitors from a distance. T instructs students to listen again. T plays the recording. T monitors from a distance T groups the students T instructs them to compare their answers. T gets whole class feedback.

Stage 6- Follow up (5-7 minutes) • To focus on the use of questions in the context of daily communication

T regroups the students by marking them with adjectives used in the beginning of the lesson: "beautiful, friendly, nice..etc" T asks an example question about Annalisa: "Where's Analisa from?" and elicits the answer. T shows the worksheet and asks students to complete the sentences in pairs. T monitors and takes notes. T gets whole class feedback

Back up activity • To focus on the use of questions in the context of daily communication

T asks students to get up - ask and answer questions about Annalisa while mingling. 1 student can ask 1 question to another student. and then they swap. T monitors, takes notes, intervenes if they are using language structures improperly.

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