Fatima zohra ayoub Fatima zohra ayoub

what a life!
Elementary level

Description

in this lesson Ss will practise reading and listening skills as two different receptive skills in order to deal with everyday activities vocabulary. Ss will first have an overall idea about the topic of the lesson. T will share her daily activities with th students then she will ask some of them to talk briefly about their daily routine during this short speaking activity T will try to teach students some words that may be new for the Ss. after, T will give Ss a text (article) about Nico's everyday activities. the teacher will first ask Ss to read the text quickly to know Nico's feelings at the end of his day. T will ask Ss to read again the text to elicit the maning of some highlighted phrases. For further details to read intensively the text and try to answer some comprehension questions to make the exercise interesting and easy for the students they will the task in a group work and palay a game. In the listening stage Ss will work individually to gap fill and complete some sentences while they are listening to an audio about some daily activities of a student. In the last pracctice T will ask the Ss to express themselves and share their daily activities with the Ss of the class.

Materials

Abc Handout
Abc Gap fill handout
Abc PPT

Main Aims

  • To practise reading and listening to teach vocab

Subsidiary Aims

  • To teach and review daily activities vocabulary.

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

To introduce the topic of the lesson T will talk to the Ss about his daily morning activities. Then the teacher will ask two Ss to share briefly their daily morning routines.

Pre-Reading/Listening (4-6 minutes) • To prepare students for the text and make it accessible

During the speaking activity of the lead in stage T will try to teach Ss vocab that is related to the topic of the given text in order to make it more accessible to the Ss. To do this T will use some pictures give some demonstrations and modeling some situations.

While-Reading/Listening #1 (18-20 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T will ask the Ss to read for gist the text (skimming) to know Neco's feeling at the end of his day.To do the task T will help the Ss and give them a list of adjectives and they have to select the right ones. Ss will share and discuss their answers. T will give to Ss the answer key and ask them to check their answers. T will ask the Ss to read again the text in order to guess the meaning of the highlighted words by refering to the reading text context. In this stage Ss will intensively read the text to ask some comprehension questions. To do the task T will make the exercise intresting and ask the Ss to do the task in a group work and play a game. there will be two groups and two lists of questions one list for group A and one for groub A each student of the group will have a question to ask. First, G:A will start and ask G: B and G:B will answer and after they will change the role.

While-Reading/Listening #2 (5-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

in this stage Ss will work individually to gap fill and complete some sentences about the daily routines of a student while they are listening to an audio about her daily activities. T will ask Ss to share their answers with their partners. T will give Ss the key answer of the task. Ss check their answers.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T will ask every S to share his/ her daily activities with his/ her partner. To help Ss communicate, T will help the Ss by giving them some expressions that they will have on a handout. those expressions they will use them to speak and express themselves

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