Aboughalia Mousheira Aboughalia Mousheira

Reading and Writing
Pre A1 level

Description

In this lesson SS are going to read for specific information. This is followed by guided writing. SS then are to add . and , to the sentences given. finally SS are to write about their own devices.

Materials

Abc pictures
Abc Gap-fill hand out

Main Aims

  • To provide detailed reading practice using a text about Technology in the context of p
  • To provide product writing practice of a paragraph in the context of Technology and People

Subsidiary Aims

  • To provide review of language used for using can/ can't in the context of t

Procedure

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

T. brainstorms about the topic smartphones. SS are encouraged to give as many sentences as they can about the topic.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T. focus on the models: People spend two hours every day on Their smartphones. Adults use smartphones for different things. 65% of adults have a smartphone. Not a lot of adults have TV on their smartphones. A lot of young people take photographs with smartphones. 45% of young people use their smartphones every five minutes. SS drill and try to produce similar sentences.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T. writes on board the two words can/ can't. T. eleicits sentences. SS are encouraged to use and/ but. Demonstrate: You can watch TV and you can look at websites. You can go online,but you can't write a blog. SS are encouraged to use and/ but in a semi-controoled practice. Then produce sentences about themselves.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T. elicits what SS see in Ex. 5. T. focuses on the box. Learners create a similar box about themselves. T. encourages them to choose another device( a laptop- a smartwatch- a fridge). SS produce the sentences orally then write individually. T. gives feedback

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T. congratulates SS on their success in the production process. Selecting some SS to praise and giving small gifts. T. write down the incorrect sentences some learners produced. T. encourages correction as well as discussion.

Evaluation • to reflect on learners output

T. explains that learners are going to spend 5 minutes to answer .Learners are to answer individually, check in pairs then T. gives feedback CCQ: Are we going to work in pairs? No How much time allowed? 5 minutes

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