Lesson Plan: Talk about your Neighborhood [Sample Lesson]

How to Talk about your Neighborhood

Vocabulary and Structures

Places around Town

Bookstore Bakery Restaurant Apartment Supermarket
Theather Hospital Park Church Gym

Grammar

  • There is a park
  • There isn’t a park
  • There are two restaurants
  • There are three supermarkets
  • There are no restaurants
  • There is a church

Task-Based Lesson

Schema Activation (5 Mins)

Pop the Balloon
  1. The teacher gives students a balloon with a strip of paper inside, the strip of paper has a place from a neighborhood. 
  2. The teacher plays a song and students pass around the balloon, when the music stops, the student with the balloon in his/her hands pops it.
  3. The students read the strip of paper with the place from a neighborhood and he/ she does mimics so their classmates guess the place around town he/she is referring to.

Pre-Task

Task#1 (10 Mins)
  1. Teacher asks their students to turn on the cellphones, he sends a quizlet set using the whatsapp group.
  2. The quizlet is made up of places around town in one side and a picture that represents the place on the other side.
  3. Students  using the quizlet, check the spelling and pronunciation of  15 words included there.
  4. Once they finished reviewing the vocabulary,  they  stand up and quiz each other by showing the picture include in the quizlet set and asking their partners “what’s this?”
Task #2 (10 Mins)
  1. Teacher asks students to pair up and read a short description of a community. Each group has a different reading.
  2. Then teacher asks them to highlight  expression such as There is , there are, there isn’t  and there aren’t
  3. Once they finished highlighting the expressions, they stand up for  and talk to their classmates about the communities they read about. for example
    • There is a park in Bagaces
    • There is a hospital in Liberia
    • There is a Walmart in Nicoya

Main Task

Task: 10 Mins
  1. Students are sent a wordle that has places around town.
  2. Students check the wordle and identify the places found in their communities and think about sentences such as:
    • “There is a university in Nicoya”
    • “There are three supermarkets in Nicoya”
  3. Once they are ready, they stand up and talk to their classmates for a 30 seconds, they do that for three minutes

Post-Task

  1.  Teacher sends them a google form with sentences to complete  to  see if students know the difference between there is and there are, for example:
    1. There ______________ a  bank
      • is
      • are

Points to Think about

  1. Teacher uses technology at home so students use it in the classroom. If we want to integrate technology in the classroom,  both teachers and students need to use it.
  2. Almost all tasks require that  students stand up and interact with others.
  3. Most tasks are learner-centered tasks in which we can see students doing collaborative work and having peer to peer interaction.
  4. Since tasks are teacher-centered, a teacher can take notes without interrupting the interaction that students are having,  he/ she can assess and provide feedback at the end of the class.
  5. Since  the class lasts around 45 mins,  the teacher focuses on 15 words and  part of an structure that students can manage  easily.
  6. Grammar is taught inductively through short texts.
  7. There is no lengthy explanation about grammar and introduction of vocabulary. Quizlet helps with spelling, pronunciation and meaning.
  8. All tasks use pretty much the same vocabulary and definitely the same structure.
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