Topic: Fruits and vegetables
Language focus: Plural of nouns
Skill: listening
Ø
DulceCossa;
Ø
Issacantaua;
Ø
ZecaZucula .
Material: Flash cards, Handout of the text, chalkboard and Blackboard,
speakers.
Context:
Activities: Individual and pair work
activities.
Goals
A.
To enable the
students to develop listening comprehension skills by using audios and visual
aids.
B.
To familiarize students with useful tips to
form plural of nouns of different types of fruits and vegetables.
Objectives
A.
To enable the
students to comprehend the different types of fruits and vegetables and its
plurals;
B. To engage students to use the plural nouns in social
context.
|
Stage and aim |
Time |
Teacher ’s role |
student’s role |
Procedure |
Materials |
|
Warm-up: (to engage students with the topic of the lesson). Pre- listening:
Presentation (to enable students to do listening tasks) |
5 mins 10 mins |
Teacher greets the students and check the
attendances ; T. brings pictures in the classroom. T. Asks
students whether they know some names of fruits or vegetables or not. Teacher. Teacher presents the topic “fruits and vegetables”. Teacher introduce the words that will help the
students and make them repeat after his reading. |
Students respond to the greetings. Students observe the images attentively. Students work in pairs and respond to the teachers
questionnaires. Students listen to the new vocabulary; Students read the words in a loud voice. |
Greetings Teacher s shows students 5 images containing fruits
and vegetables to elicit speaking skills. Teacher pre- teaches vocabulary containing words
that will help them to understand the main point of the interview. |
Class book. Flash cards, chalk and blackboard. |
|
While listening Listening for gist (to give students a general idea of the interview). Listening for a detail (Students will have a deeper understanding of the discusiion in the
audio). |
10 mins 10mins |
Teacher sets the task: 1-
Listen to
the interview and fill in the gaps (note: don’t worry if there are works you
don’t know). Teacher asks
students to underline all the plural nouns in the audio. |
Students work in pairs and attentively listen to the
given audio. Students note down all the words of plurals nouns
into theirs exercises books. Students underline the words. |
Teacher organizes the class into pairs and set the
task. Pair works
and underlining the needed words. |
Speakers, black boards and exercises (script with
blanks). |
|
Post listening |
15 mins |
Teacher sets tasks: in your groups discuss how we
can form the plurals of the following words. Teacher plays the audio and let his students
listening. Teacher asks students to present the findings of
their group works. Teacher monitors thoroughly and makes notes for
delayed correction. Teacher provides the feedback and corrections of the
tasks. |
Students work in pairs and produce discussion around
the question brought by the teacher. Students listen and respond to the questionnaire. Students present their findings. Students listen carefully and note down the
important aspects. |
Teacher regroups students. Teacher and students discussions. Delayed error correction: Teacher puts some correct
and incorrect sentences on the board. Students identify examples of good
language and mistakes. Teacher elicits self and peer correction. Feed back to the class |
Speakers, black boards and exercises books. |
Description
Mario: Hello Ana
Ana: Hi Mario, where are you coming from?
Mario: I am
coming from the market; I went there to buy some vegetables and fruits!
Ana: Really? What have you bought?
Mario: I bought some ,
and .
Ana: Oh, I see you have good likes. What about the
vegetables?
Mario: I bought some, and some.
Ana: I loved it; you really know how to keep yourself
healthy.
Mario: thank you!! What types of fruits do like to
eat?
Ana: I really like to eat and .
Mario: You have got good likes too. What about
vegetables?
Ana: I like,
and .
Mario: Oh, good. It was nice to meet you around here.
Bye, have a nice day.
Ana: Bye, have a nice day too.