New lesson plan: Taxis/Memorable Meetings L4

rgzaccaria

Taxis/Memorable Meetings L4 - Pre-Intermediate A2/B1 level

Taxis/Memorable Meetings L4
Pre-Intermediate A2/B1 level

Description

In this lesson students will be introduced to past simple/progressive by reading texts that describe past events by telling a story. Ss will practice both gist reading and reading for specific information. By the end of the lesson, Ss will practice telling their own story about a past event.

Materials

Detailed Reading/ Questions (folded under)

Good/bad chart

Prediction HO

Gist reading

Detailed Reading/ Questions (folded under)

Good/bad chart

Prediction HO

Gist reading

Main Aims

To provide gist and detailed reading practice using a text about taxis in the context of memorable moments

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of memorable moments

Procedure (36-54 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

PPT slide 1 Introduce Melissa Who is she: "Is this woman an author?" No. "What does she do/ what is her job?" "Is she a writer?" "Is she a good or bad taxi driver?"

Gist Reading (3-5 minutes) • The skill of reading quickly

Instructions: "Read about Melissa. You have 35 seconds (chesting)." ICQ: "Are you going to read fast or slow?"Fast. PPT Slide 2: Instructions: "Read questions 1 and 2, discuss your answers in pairs." ICQ: Are you writing the answers? No. FB: Quickly elicit responses/ Monitor for confusion or wrong answers

Pre-Reading/Listening (8-12 minutes) • To prepare students for the text

Prediction HO Instructions: "Work individually and predict or guess what is going to happen to Melissa using these words (chesting). Write your predictions on the lines." -- Example: "An example is: Melissa drove a Canadian man to the airport. He asked for change and when she took out her wallet, he stole it. It had fifty dollars and her credit card inside. He went shopping with it and she phoned the police." - Point out past tense: "phoned" "laughed" ICQ: Are you working alone? Yes. FB: - "Share your prediction with a partner. Are your predictions the same or different?" - Elicit from individual Ss if their predictions were the same or not.

While-Reading/Listening #1 (10-15 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T will elicit the meaning of 'blog,' '800 number,' and 'terminal building' Instructions: "Let's see if your predictions were correct. Read Melissa's blog. You have 2 minutes." ICQ: Do you have a longer time to read this? Yes. ICQ: Should you read fast or slow? Slow. Instructions: "Unfold the paper and work in pairs to answers 1-5." - T will monitor for wrong answers/confusion FB: Pairs check answers with another pair. (Almost pyramid style discussion)

Post Listening Activity 1 (7-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T elicit context: "Do you know anyone who is a taxi driver? Do they like their job?" Instructions: "In pairs, write what's good about being a taxi driver/what's bad about being a taxi driver." ICQ: Are you going to write a lot or a little? A lot. (5 things per column) FB: WB list of good & bad points about being a taxi driver: - Have 10 people write something on the board - "Do your lists look similar?"

Post-Reading/Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Onion RIng: Class Mingle - Count Ss - Divide Ss into inner circle/out circle (same number) - Ss help move desks - Baris in the inner group - Instructions: "Inner circle, stay where you are. Outer circle, speak to the person in front of you, when I flip the lights- move the person to your RIGHT and tell them a new story. - Write on WB 1. Good stories about taxi ride/driver (2x) 2. Bad stories about taxi ride/driver (3x)