zainab zainab

Upper Secondary 2 level


In this lesson, S review adjectives and modal verbs - can/can't, have to , don't have to and adjectives through speaking and reading tasks.


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Main Aims

  • To review and practices adjectives in the context of transport - citybikes.
  • To review adjectives in the context of transport (citybikes)

Subsidiary Aims

  • To practice reading for specific information in the context of transport.


Lead in • To activate students' schemata

Tr uses dictogloss to lead in to the topic - adjectives and use of city bikes. She reads a short text from the previous unit. S listen to the tr the first time she reads it. The second time they begin to take down notes. Tr instructs them to take down notes and not copy word to word. S PC their work. Tr gives them a copy of the text and S check their work. They are expected to write the text with correct grammar and spelling. They need not copy the text word to word. Tr monitors and nominates the S to read out good examples of the text. Tr uses the last question mentioned in the text - did the ideas work? Is traffic better now to introduce the topic.

Speaking practice • For S to speak fluently and accurately in the context of traffic jams and solutions in their city.

A few questions are displayed on the IWB. S are asked to discuss them in pairs. Tr then displays the sentence - Cycling in the city __________ and asks S to fill in the gap with an adjective. The answers are written on the IWB. Tr then asks S to give the opposite of those adjectives. Each S is given an adjective. They are to find someone with the opposite of the adjective that they have. Once they have found their match. S read their words aloud. Tr plays a recording of the adjectives and S repeat and check pronunciation. Next S engage in a dialogue where in they talk about their preferred mode of transport and why they prefer it to the rest. They also talk about the advantages and disadvantages of their preferred mode of transport.

Reading Practice • To practice reading for specific information in the context of citybikes.

Pre reading task: S are shown a picture of bikes used in Paris. They are asked to write 3 questions on the picture using how many, how much, where or who. Reading task: Tr asks S to read the text and check if answers to their questions are there in the text. Whole class feed back is done. S are then are to read the true or false statements from their texts. They are asked to read the text again and write true or false next to the statements. S correct the statements that are false. Post reading: Ex D from the text is done. (speaking)

Language Input • To clarify and practice the use of can/can't, have to/don't have to in the context of transport - citybikes.

S do task 5A based on the reading passage. In this task, they are to choose the correct answer ( can/ can't) and then refer to the text and check their answers. Then S are asked to read 5B and match the sentences of the task to the meanings. Tr. then displays a few example sentences and explains the use of TL. Tr asks CCQs to check S' understanding of the TL. Tr also shows the form and practices pronunciation (ExD)

Controlled written practice • To practice writing TL accurately in the context of transport.

Ex 6A is done. (gap fill)

Speaking Practice • To practice speaking accurately and fluently using TL in the context of transport.

Resource bk pg 179 - Laws around the world. S work in groups of three. S make sentences with the help of pictures and word clues on each card. The S with the mximum no. of cards is the winner. Once S have completed playing the game, tr tells them that two of the laws mentioned in the cards are not true. S are to guess which of the laws are not true. After the game, Tr sets instructions and explains that they are in the police station, having just been caught for doing the action on their card. They are to work together and prepare an excuse as to why they were doing the action, in order for them not to be arrested. S then present their excuses to the class.

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