TP4 - Reading and Listening
Elementary A1/A2 level
By the end of this lesson of this lesson, students will have had practice reading and listening for specific information in the context of written and audio texts on festivals and different times of the year and day.
To practice semi-controlled/less restricted speaking in the context of taking about festivals and different times of the year and day.
Procedure (55-76 minutes)
SS will practice the months of the year around the room. T will pay special attention to the pronunciation of "September" and "October." Georgian SS frequently mispronounce these months on analogy with their own language (L1 transfer) After completing this drill, SS will stand in the center of the room and ask each other, "What month were you born in?" and arrange themselves in order based on month. T will demo this activity with two students. During the activity, music will be played to encourage conversation, and SS will be given two minutes to complete the task. After completing the task, SS will seat themselves in the order of their months of birth.
T will show three videos showing scenes from the festivals including in the reading text. T will ask SS to guess the names of the countries where these festivals take place.
T will distribute the text. SS will work in closed pairs to find the countries where each festival took place and check their guesses from the videos. SS will have 20 seconds per paragraph/festival, and T will keep fast finishers quiet until the time up to give slower SS a chance to read. Answers will be reviews orally.
T will distribute reading worksheet. SS will work in closed pairs for 4 minutes to answer questions. T will monitor SS and review answers with SS after activity.
SS will work in closed pairs to discuss which festival they want to attend. T will put model on PPT and demo with one S. SS will be given 3 minutes to ask and answer with their partners.
SS will work in closed pairs for 2 minutes to list 3 festivals in Georgia on the back of their previous worksheet. T will demo one festival on PPT (Tbilisoba). After completing the task, T will ask SS to share their answers and ask what happens in these festivals to promote class discussion.
T will set the context - a stick figure. SS will suggest names for this stick figure. T will use drawings to elicit, concept check, and drill each new vocabulary item (see Language Analysis board map). Elicit: NAME ENJOYS hamburgers. CCQs: What does NAME enjoy? (hamburgers) Does NAME hate hamburgers? (yes) Does NAME like hamburgers? (yes) Drill: NAME ENJOYS hamburgers. Elicit: Hamburgers give him ENERGY. CCQs: If you have a lot of energy, do you feel tired? (no) Do hamburgers make him feel more awake? (yes) Drill: Hamburgers give him ENERGY. Elicit: NAME can’t eat hamburgers, because he lives in Mestia and the McDonald’s is FAR AWAY. CCQs: Why can’t NAME eat hamburgers? (because the McDonald’s is far away) Is there a McDonald’s close by? (no) Where is the McDonald’s? (far away) How far is far away? 5km? 50km? 200km? (answer will vary) Drill: NAME can’t eat hamburgers, because he lives in Mestia and the McDonald’s is FAR AWAY. Elicit: In Mestia, the TEMPERATURE is very low. CCQs: 40 degrees Celsius is a …… (temperature). Is it warm in Mestia? (no) Is it cold in Mestia? (yes) Drill: In Mestia, the TEMPERATURE is very low. Elicit: It is very warm and COMFORTABLE next to the fire. CCQs: Does being comfortable help you relax? (yes) (mime this) Where is it nice to sit? (next to the fire) Is it cold next to the fire? (no) Is it nice to sit next to the fire? (yes) What do we call a bed that feels good to lay on? (comfortable) Drill: It is very warm and COMFORTABLE next to the fire. After completing the Elicit, Concept Check, Drill situational presentation, T will write sentences on board and drill again.
T will ask SS about their favorite time of the year. If SS need, T will elicit seasons.
SS will work in closed pairs to match the first half of the answers with the second half of the answers. SS will use slips of paper (and not write their answers). ICQ: Are you going to write anything? (No) ICQ: What are you going to do with these little slips of paper? (Match them) SS will be given 1 minute to complete activity. After completing the activity, SS will move around the room and compare their work with those of other pairs.
SS will listen to the audio text twice and complete the chart in closed pairs. T will demo the first answer with students. After completing the task, SS will check their answers by looking on the answer keys stuck to the walls.
SS will speak in closed pairs and ask each other what their favorite time of day is and why. T will model language on PPT and demo activity with one S. SS will be given 2 minute to complete the activity.
If time remains at the end of the lesson, SS will continue to ask and answer questions using PPT models and using different interaction patterns. T will demo each What’s your favorite day of the week? Why? (Closed pairs, 2 minutes) What’s your favorite month? Why? (Closed pairs, 2 minutes) What’s your favorite season? Why? (Whole class mingling, 2 minutes) What’s your favorite holiday? Why? (Whole class mingling, 2 minutes) N.b., parts or all of this activity may be skipped or the entire activity may be omitted entirely depending on lesson timing.