Zahra Zahra

Speaking and grammar
A2-B1 level

Description

In this lesson, students learn about comparative adjectives and adverbs through a situation in which the life in busy cities and villages will be compared with each other. The lesson starts with a speaking task about "How fast is your life?" that students will ask and answer six questions in pairs then check their scores also I will pre-teach the new lexis before speaking.

Materials

Abc paper slips
Abc picture

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of the speed of their lives

Subsidiary Aims

  • To provide review, clarification and practice of the comparative adjectives and adverbs.

Procedure

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

The class starts with showing a picture to students (The picture has 2 parts,part A is showing a modern life and part B is showing life in the past). I will tell students to talk about the picture in pairs and ask them to discuss the question which is written on the board:" Life in which picture is better,why?" (ICQ: should we say our reasons or just say a or b?) then each pair will be given a picture,I will monitor the students while they are talking and due to that the aim is fluency I won't stop them for minor errors. after they finished I will ask one student from each pair to share their idea. For grammar I am going to teach it via a situation so I need to stick some pictures on the board( one picture is showing a busy and crowded city and other picture is showing a village), I will circle 2 things in the pictures (heavy traffic and wooden house) I will write words on the board but with some blanks then I will ask the students to guess the words and we will have repetition drill.

Pre-reading/listening (10-12 minutes) • To prepare students for the text and make it accessible

I will pre-teach 4 words from the questions that they should ask and answer them in pairs and the text which they will read about their score, first I will ask them to match the words with the pictures then I will check the answers, after that I will clarify the meaning,focus on the function and get the students' attention to the phonetic of each word. for solving the pronunciation problems of the words students will have repetition drill and ask them to read it. at the end they will be given a controlled practice in which they should fill the blanks with the words (ICQ: should we talk to each other? , should we write more than one word in each gap? ) when they finished they will first check their answers in pairs and then I will ask a student from each pair to read the sentences. words:( mealtime, frustrated, pace,easy going) After teaching the words I will write some sentences under each picture and highlight the form in them, then I will write CCQ questions for the sentences and ask students to answer them.( for example: "This city is busy and people are walking quickly." the CCQs for this sentence would be: 1-Is busy talking about a noun or verb?, 2-Is quickly talking about a verb?,... then I will say a short definition "busy is talking about a noun so it is adjective but quickly is adding information to a verb so it is adverb.)

While-Reading/Listening #1 (9-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students will read a text about their score, I will first ask them to count their scores then write their score and go through the text,skim it and find the part that is related to their score,(ICQ: should we read all text?, should we talk to each other?,should we read with all the details?) . I will ask them to answer the question that is written on the board too: "How is your life like?". then they will check their answers in pairs. I will write the formula and an example for each affirmative,negative and question form also the form in each sentence will be highlighted, then I will read the sentences and have repetition drill.

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will ask them to scan the text and find what good points and bad points does each group has based on the scores (ICQ: should we read all the details?,should we read the hole text or just your score?). I will draw a column on the board when students finished I will ask 2 students to come to the board and complete each column based on what other students say.

Post-Reading/Listening (9-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will teach 3 words from the text, words:(rush around, appointment,productive). I will write the word on the board with its phonetic in front of it and an example with that word (word will be highlighted) then I will write CCQs and ask the students at the end I will give them a short definition. the CCQs will be 4 or 5 for each word (there will be one question for each function,register,collocation and 2 questions for the meaning), (for example,the word: rush around, example:you don’t have to rush around at the last minute if you have a plan,CCQs:1-Is it a noun, phrasal verb or adverb?,2-Is it formal or informal?, 3-do you have enough time to do things?, 4-should you do your works in a hurry? 5-Is it for people or things? , definition:to try to do a lot of things in a short time) ,after that students will be given a controlled practice in which they should match the words with their definition. Then students will have a discussion about" based on the scores ,which group do you think is better and why?" For getting feedback I will ask students to make some sentences and compare the picture of the city and village in pairs then I will ask one student in each pair to share her idea. at the end we will go through the grammar part in the book and do the exercises

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