Asli Asli

Teaching Practice 2
Elementary level

Description

In this lesson, Ss will read for for specific information and detail in the context of an actor’s life and they are going to learn the vocabulary for daily routine.

Materials

Abc Power point
Abc White board

Main Aims

  • To give Ss practice in reading for specific information and detail in the context of an actor’s life

Subsidiary Aims

  • LF- Vocab for daily routines

Procedure

Lead-in / Introducing the vocabulary (5-10 minutes) • To set lesson context and engage students

Before the lesson, write the daily routine vocabulary (get up, go to bed, leave home, get home, have dinner, have lunch, have breakfast, holiday, start work / classes, finish work / classes, study, sleep, work) on the board. Give instructions for the matching exercise: - Stand in front of the board. - Point out the words on the board. Tell them these are the words / phrases about our daily routine. Tell them daily routine is the things we do everyday. - Hold the worksheet where they can see and tell them to write the right words / phrases from the board on their worksheets, under the pictures. - Show them there are more pictures on the backside of the paper. - Tell them that they are going to work by themselves. - Give them 2 minutes for this activity. - Ask ICQs: How many pages? What are you going to write? - Hand out the worksheets. Monitor. When they finish, tell them to check their answers with the person next to them. Feedback Write: in the morning, in the afternoon, in the evening and at night on the board. Separate them with a line. Elicit answers from Ss 'What do we do in the morning/afternoon/evening and at night?' The words are already on the board so they can answer easily.

Pre-Reading (15-20 minutes) • To prepare students for the text and make it accessible

Show the Ss the photo on the page 22. Ask them: - Who is he? - What is his job? - Is he rich? Has he got a lot of money? Can you guess? Elicit answers. Write the answers on the board. Show them the second photo on page 23. Ask them: - What do you see? - Where are they? - What are they doing? - Who are they? Elicit some answers. Write the words on the board: film, camera, actor, studio. Ask them to work in pairs and guess what an actor’s daily routine is like. 2 minutes. - get up: 7.00 - have breakfast: ? - have lunch - have dinner - start work - go to bed Monitor. Feedback. Ask each pair what they think.

Scan Reading (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Hand out the reading text.Give them 3 minutes to read the text. Peer check: Were you right? Talk to your pair. Feedback W/C.

Detailed Reading (10-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Get them read the text again and do ex. 3. Instructions: - Stand in front of the board. - Write the first Q on the board. - Ask them if it is correct: A lot of actors live in a hotel. - Correct the sentence on board. - Tell them to do the rest. - Give them 5 minutes. When they finish, tell them to check with their partner. W/C Feedback.

Post-Reading (4-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask them: - What do you think about an actor's life? - Is it good? Would you like it? - What is good about it? What do you like about it? W/C discussion.

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