High-speed Trains Reading Lesson
Elementary level

Description

In this lesson, students read a text about high-speed trains which exposes them to adjectives. By the end of the lesson, students will be able to describe things using words such as fast, super fast, comfortable, convenient, cheap, more than, the fastest.

Materials

Abc Detailed Task Questions
Abc Transport Pictures
Abc White board
Abc Headlines
Abc Language Analysis form
Abc Article-High-Speed Trains

Main Aims

  • To provide detailed reading practice using a text about high-speed trains

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation (persuasive) in the context of travel and transportation

Procedure

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

T puts up pictures of different transports. T asks Ss which one they prefer and why. (T listens for adjectives.) Tasks the students what they think the topic of the lesson is. T then starts drawing a picture of a train on the board with students guessing what the picture is until they guess correctly.

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

T hands out articles as well as 3 strips of headlines and tells students that they are going to read for 3 minutes and guess the topic of the article. Ss then check their answers with their partners. T gets feedback. T then shows a video of high-speed trains. T asks students what they think about the train, how they can describe it. T uses this to brainstorm vocabulary (adjectives). T uses CCQs to get some vocabulary in. 1. What do you think about the speed, is it fast or slow? 2. Is it comfortable or uncomfortable?

Language Analysis (10-15 minutes) • To clarify the meaning, form and pronunciation of the task language

T then focuses the students on the language that they might find difficult during the detailed reading task. T uses CCQs to check meaning and uses drilling to help with pronunciation. Example: the fastest CCQs 1. Is the train fast? Yes 2. Is there a train faster than it? No

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

T tells the students that they are going to read the story again and answer the questions. T hands out the questions. T then divides the students into two groups to discuss the story and check their answers. T gets feedback.

Planning (3-5 minutes) • To provide the students with the opportunity to plan what they are going to talk about

T tells the students that they are going to act as a sales representative for one of the high-speed trains. Students are to prepare a 2 minute sales pitch to a potential client telling them why they should use their train.

Language Practice (5-6 minutes) • To provide students with practice of the task language

T tells the students to stand up and mingle. Students are to approach as many potential clients as possible to try to sell them their services. T listens for errors to use during error correction.

Feedback (2-3 minutes) • To provide the students the opportunity to correct each other's mistakes

T focus the students on the errors made during the speaking task, T asks students to correct the mistakes. T thanks the students for joining the session.

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