Manuel Padovan Manuel Padovan

Good cities to live in
intermediate level

Description

This lesson will look at good cities to live in, in this case focusing on Abu Dhabi, Dubai and Sharjah.

Materials

Abc Definitions for Adjectives
Abc Student notebooks
Abc IWB

Main Aims

  • By the end of the lesson students will be able to discuss, using adjectives, about a world city.

Subsidiary Aims

  • To practice reading an article and highlight positives and negatives.

Procedure

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

T will show a selection of different cities pictures. T will then ask ss what they think about the city. T will include international cities, and the three UAE cities (Abu Dhabi, Dubai and Sharjah) T - "What country is this?" - "What city is it?" T will then introduce the aims: - "Today you're going to discuss about different cities."

Highlighting (2-4 minutes) • To draw students' attention to the target language

On the IWB, T will ask individual ss to come and match two opposite words, for example 'friendly-unwelcoming' etc. T instructions: - "Take a look at the screen" "I want you to match the opposite words together." (T will show example) CCQs "How many words are you matching?" Feedback: - . Throughout the activity T will ask if the ss agree of disagree. If someone know's it they can come and help the struggling ss. - At the end of the activity T will show the correct answers. Groupings: - This is a W/C activity..

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T will hand out a worksheet, with three columns (Abu dhabi, Dubai,Sharjah). T will ask ss to write down as many words as they can to describe those cities. T instructions: - "With your partner I want you to think of as many words as possible to describe the cities." T CCQs: - "Are you writing sentences?" "Will you speak with your partner?" Groupings: - T will tell number ones to change seats. T monitoring: - T will move around looking at spelling and pronunciation, writing down for delayed feedback, and correcting spoken mistakes when appropriate. Feedback: - Ss will move around and look at the other groups writing, if they see any different words they can write them down. T will show some examples on a PPT.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T will show the article title on the PPT and ask ss what they think the articles are about. T will then give the articles out and ask ss to find one advantage and one disadvantage. T instructions: - "Take a look at the title of this article, what do you think it's about?" T instructions: - "I want you to find one advantage and one disadvantage of each city and underline the sentence." T CCQs "What are you looking for?" "How many sentences per city?" Grouping: - T will arrange pairs, by giving a student a number. T monitoring: - T will look to see if ss are underlining the correct sentence. Feedback: - T will ask ss to move around and compare answers and see if they agree or disagree with each other. T will then show some possible correct answers on a PPT and see if they match with what the ss have. T will tell ss to read one more time. T will then ask a series of questions based on facts from the article. For example: - "which city would you like to live in?" "Which city has a very old university?" "Which city is good for skiing?"

Free Practice (9-15 minutes) • To provide students with free practice of the target language

Ss will now discuss about UAE cities. T will arrange the groups, one group will be Abu Dhabi, one group will be Dubai and the other one Sharjah. Groupings: - GW - T will arrange the class into 3 or 2 groups. T will number ss and ask them to get in the same group as their team. T will tell ss to brainstorm some advantages and disadvantages of living in those cities. T instructions: - "In your group I want you to discuss and write about advantages and disadvantages of your city" CCQs - "What city are you?" "Are you going to write?" "Are you going to talk?" "What should you write?" T monitoring - T will move around focusing on the writing and content. Any issues T will write on the WB any incorrect sentences. These will be discussed at the end. T will then tell ss to choose only 3 or 4 sentences and then to practice presenting in their groups. CCQs - "How many sentences?" "Are you writing?" "Are you speaking?" T monitoring: - T will move around listening for correct pronunciation and correcting where appropriate. Feedback: - T will ask other ss if they have changed their mind about which city they would like to live in. T will then go through any errors that came up when mointoring.

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