Chris Flower Chris Flower

A-1 Beginner level


In this lesson students will perform a reading and practice reading for gist and skimming for more in depth information. They will practice the productive task of speaking and generating sentences about their own neighborhoods; reviewing grammar of questions and their answers: is there/ there are.


Main Aims

  • The aim of this lesson is to hone the skills of gist reading, and scanning within the context of local neighborhoods.

Subsidiary Aims

  • Students will get time to practice speaking within the context of neighborhood amenities and forming sentences with there is/ there isn't, as well as placing these into question form, are there schools/hospitals...?


Intro- Activate Schema (5-7 minutes) • I aim to have students think about what type of a neighborhood they would like to live in and elicit responses.

Start power point, think positive, smile, breathe deeply, speak slowly, elicit responses from students as to what type of neighborhood they would like to live in. Write responses on the board, build a list, potentially utilize vocab from Marieke's lesson, train, trees, river, park, hotel, bridge, beach, museum, castle...

Lemmington, a good neighborhood. (5-8 minutes) • To practice the productive skill of generating sentences with a partner in reference to the picture on WB

Advance slide to the picture of Lemmington, form groups of two/ have sts partner-up and construct sentences with their group. WC elicit descriptions from the sts, write them on the board, CCQ incorrect examples given.

Reading stage (8-12 minutes) • Have sts. practice reading for gist and scanning for information

Pre teach flat and estate agent, advance slide to text of reading, hand out HOs, have them scan for gist, ask what the problem is> the Walkers wanted a new flat, the one they like is old. Have sts break into pairs to complete the T/F questions with their partner. Elicit responses, and demonstrate where w/in text answers are expressed.

Grammar review (6-8 minutes) • To briefly go over the grammar involved in requesting info... there is/ there are

This should be review, so sts should know this. advance powerpoint, direct them to the grammar review there is/ there are questions and negative. Demonstrate, from Lemmington photo on third slide... Is there a river? There is a river. Is there a bridge? There is a bridge. (vocab from previous lesson) ask sts to make more sentences that they forgot to include in beginning Lemmington description, so that it is not so redundant. CCQ: Is there an airport? No, there is not an airport. Once they have this down move on so that sts get more practice time in 'productive' activities.

Rewriting questions to find out information (5-6 minutes) • Students should be able to formulate and respond to basic questions.

Have sts find a new partner to work on the assigned task. Explain the symbols in the brackets since the example and description of the task are not that clear. Monitor and review sts responses, use examples overheard to demonstrate CCQ correct and incorrect to WC post task, flip slide to display the answers so sts can check their answers.

Pair work/ questions about sts own neighborhood. (4-6 minutes) • Have sts practice productive skill inquiring about their partners' neighborhoods

Advance slide to display questions, direct them to the HOs where questions are printed, have them practice formulating the questions and the responces

Pair work relating to pictures A and B (4-6 minutes) • Have students be able to identify different parts of the sample neighborhoods

Work in pairs to discover three differences between the pictures. wrap class up,

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