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Mike Smiths

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Listening

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English

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A1

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1

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1/2/2023

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Nawal Al-Khaja

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Nawal Al - Khaja

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Nawal AI -Khaja

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Nawal Al-Khaja

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Save the palm trees

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Save the Palm Trees

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Trees/ Less 1: Save the Palm Trees

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English

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Trees. Lesson 1: Save the palm trees

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English

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Plants

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By the end of the lesson students should be able to:
• say why trees are important.
• listen for gist.
• use can (to show ability) accurately in
meaningful situations.
• sequence the events while/after listening to
a story.
• take part in a role play.

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English

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By the end of the lesson students should be able to:
• say why trees are important.
• listen for gist.
• use can (to show ability) accurately in
meaningful situations.
• sequence the events while/after listening to
a story.
• take part in a role play.

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By the end of the lesson students should be able to:

say why trees are important.

listen for gist.

use can (to show ability) accurately in meaningful situations.

sequence the events while/after listening to
a story.

take part in a role play.

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Model or picture of a palm tree, copies of “We Love You, Palm Tree” conversation for students, flash cards with illustrations of “A Talking Tree” that show:
• Dina waters the palm tree.
• Dina is smelling flowers.
• Dina watches her dad leave.
• Dina stands with her dad in front of the
palm tree.
(Instead of illustrations, you could also put the above statements on the flash cards.)

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Model or picture of a palm tree, copies of “We Love You, Palm Tree” conversation for students, flash cards with illustrations of “A Talking Tree” that show:
• Dina waters the palm tree.
• Dina is smelling flowers.
• Dina watches her dad leave.
• Dina stands with her dad in front of the
palm tree.
(Instead of illustrations, y

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By the end of the lesson students should be able to:
• say why trees are important.
• listen for gist.
• use can (to show ability) accurately in
meaningful situations.
• sequence the events while/after listening to
a story.
• take part in a role play.

# data[].attributes.body
Model or picture of a palm tree, copies of “We Love You, Palm Tree” conversation for students, flash cards with illustrations of “A Talking Tree” that show:
• Dina waters the palm tree.
• Dina is smelling flowers.
• Dina watches her dad leave.
• Dina stands with her dad in front of the
palm tree.
(Instead of illustrations, you could also put the above statements on the flash cards.)

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Model or picture of a palm tree, copies of "We.

Love You, Palm Tree" conversation for students, flash cards with illustrations of "A Talking Tree" that show:

Dina waters the palm tree.

Dina is smelling flowers.

Dina watches her dad leave.

Dina stands with her dad in front of the palm tree.

(Instead of illustrations, you could also put the above statements on the flash cards.)

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• Elicit some characteristics and uses of trees. Ask students to describe trees. Ask them: What do we use trees for?
• Show the students a model/picture of a palm tree. Ask them what the tree is called. (Provide the word palm if students don’t know it.)
• Then write palm tree on the board.

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Nawal Al-Khaja

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• Elicit some characteristics and uses of trees. Ask students to describe trees. Ask them: What do we use trees for?
• Show the students a model/picture of a palm tree. Ask them what the tree is called. (Provide the word palm if students don’t know it.)
•Then write palm tree on the board.

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Procedures: Activites 1: Warm-up( 10 minute) 

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Procedures: Activites 1: Warm-up( 10 minute) 

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- Elicit some characteristics and uses of trees. Ask students to describe trees. Ask them: What do we use trees for?
- Show the students a model/picture of a palm tree. Ask them what the tree is called. (Provide the word palm if students don’t know it.)
- The write palm tree on the board

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Save the palm trees / tress are terrific

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English

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Introduce the idea of a talking palm tree. Ask the students if they have ever heard trees talking. Ask them why palm trees might talk. Elicit answers. Introduce the words thirsty, hurt, and water. Ask the students to think about what a tree might say if it could talk. Give students an example: “I am thirsty. Please water me. Don’t kick me—you’ll hurt me.”
• Write the example on the board and underline the key words.
• Tell the students that they are going to listen to a conversation called “A Talking Tree” (see script on next page). As they listen, have students work in pairs to sequence the flash cards (either pictures or statements) to appear in the order of the story.
• Read “A Talking Tree” to the class once or twice as required. Variation: If possible, you could make a tape recording of the conversation, having different people read the different parts; then, instead of reading the conversation, you could play the recording.
• Elicit the correct order of the pictures (or statements).

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Procedures: Activity 2: New knowledge development

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Procedures: Activity 2: New knowledge development

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A Talking Tree
• Introduce the idea of a talking palm tree. Ask the students if they have ever heard trees talking. Ask them why palm trees might talk. Elicit answers. Introduce the words thirsty, hurt, and water. Ask the students to think about what a tree might say if it could talk. Give students an example: “I am thirsty. Please water me. Don’t kick me—you’ll hurt me.”
• Write the example on the board and underline the key words.
• Tell the students that they are going to listen to a conversation called “A Talking Tree” (see script on next page). As they listen, have students work in pairs to sequence the flash cards (either pictures or statements) to appear in the order of the story.
• Read “A Talking Tree” to the class once or twice as required. Variation: If possible, you could make a tape recording of the conversation, having different people read the different parts; then, instead of reading the conversation, you could play the recording.
• Elicit the correct order of the pictures (or statements).

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A Talking Tree
• Introduce the idea of a talking palm tree. Ask the students if they have ever heard trees talking. Ask them why palm trees might talk. Elicit answers. Introduce the words thirsty, hurt, and water. Ask the students to think about what a tree might say if it could talk. Give students an example: “I am thirsty. Please water me. Don’t kick me—you’ll hurt me.”
• Write the example on the board and underline the key words.
• Tell the students that they are going to listen to a conversation called “A Talking Tree” (see script on next page). As they listen, have students work in pairs to sequence the flash cards (either pictures or statements) to appear in the order of the story.
• Read “A Talking Tree” to the class once or twice as required. Variation: If possible, you could make a tape recording of the conversation, having different people read the different parts; then, instead of reading the conversation, you could play the recording.
• Elicit the correct order of the pictures (or statements).

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By the end of the lesson students should be able to:
- say why trees are important.
-listen for gist.
-use can (to show ability) accurately in meaningful situations.
-sequence the events while/after listening to a story.
-take part in a role play.

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By the end of the lesson students should be able to:
- say why trees are important.
-listen for gist.
-use can (to show ability) accurately in meaningful situations.
-sequence the events while/after listening to a story.
-take part in a role play.

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Activity 1: Warm-up  (Pre-listening. 10 minutes)
Activity 2: Presentation (Listening. 20 minutes)
Activity 3: Practice (Post-listening, 15 minutes)
(Controlled Role-Play) (15 minutes)
Activity 4: Student Self-evaluation (10 minutes)
Activity 5: Follow-up (Homework)

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• Ask students questions to practice the modal auxiliary can. For example, you might say: “The tree in the story can talk. Can animals talk? Can you fly? Can you sing? Can birds sing?”
• Have the students imagine that they are animals and have them write sentences about what they can do.
• Encourage the students to ask each other questions in pairs, such as: Can you fly? Can you swim? Can you live in a tree?

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• Ask students questions to practice the modal auxiliary can. For example, you might say: “The tree in the story can talk. Can animals talk? Can you fly? Can you sing? Can birds sing?”
• Have the students imagine that they are animals and have them write sentences about what they can do.
• Encourage the students to ask each other questions in pairs, such as: Can you fly? Can you swim? Can you live in a tree?
• Invite students to demonstrate their abilities and to review the imperative. For example, tell them to: sing like a bird; fly like a butterfly; fight like a lion; jump like a frog, etc.

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Model or picture of a palm tree, copies of "We. Love You, Palm Tree" conversation for students, flash cards with illustrations of "A Talking Tree" that show:
•Dina waters the palm tree.
•Dina is smelling flowers.
• Dina watches her dad leave.
• Dina stands with her dad in front of the palm tree. (Instead of illustrations, you could also put the above statements on the flash cards.)

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Elicit some characteristics and uses of trees. Ask students to describe trees. Ask them: What do we use trees for?
• Show the students a model/picture of a palm tree. Ask them what the tree is called. (Provide the word palm if students don't know it.)
•Then write palm tree on the board

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• Introduce the idea that when Dina was in the garden talking to the palm tree, she was not alone. Maybe there were animals in the garden who could talk. Invite the students to predict what animals might have been present.
• Confirm predictions. Write the animal names on the board. Introduce the words ladybug and parrot.
• Distribute copies of the conversation “We Love You, Palm Tree.” Read the conversation aloud while the students follow along. Ask questions about the number of characters,
who they are, etc.
• Give the students time to read the conversation carefully.
• Divide the class into groups of
five. Assign each group member one of the roles. Have the students practice reading the conversation in their groups.
• Encourage groups of students to enact the story for the rest of the class.