Zahra Zahra

Life at the end of the world
A1 level

Description

In this lesson, learners focus on receptive skills of reading and sub skills gist and detailed reading and the out put of the class will be productive skill of speaking. the class starts with a speaking task in which students should ask and answer some questions about their favorite city, this is followed by pre-teaching necessary vocabulary from the reading text.Then students will go through gist reading (answering a general question from the text: what did you understand about Ushuaia?) and after that they should answer detailed questions( deciding which question fits the paragraphs and finding the opposites of the words from highlighted words in the reading). After teaching the new vocabularies at the end students will go through the find some one who... task as the production.

Materials

Abc Teacher's note

Main Aims

  • To provide fluency speaking practice in a conversation in the context of travel
  • To provide gist, detailed and scan reading practice using a text about Ushuaia in the context of travel

Subsidiary Aims

  • To provide clarification, review and practice of travel and city lexis in the context of travel

Procedure

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

The lesson will start by a speaking task in which I write the question "what is your favorite city? describe it." on the board, then I myself describe my favorite city and write some adjectives that I used in my speaking on the board and ask students to use them in their speaking, after that I'll ask them to answer the question in pairs for 2 minutes(ICQs: Should we talk in pairs or whole class? (in pairs), Should we use these adjectives in our speaking? (yes), how much time do we have? (2 minutes),{ if needed and I see students talking in Persian I will ask 'should we talk Persian?' (no).}, also I will monitor them while they are talking, since the aim is fluency I won't stop students for minor errors. After they finished I will ask students 'who do you think is ready to answer?' I want one or two students to share their answer with the whole class

Pre-Reading/Listening (8-11 minutes) • To prepare students for the text and make it accessible

I will pre-teach 5 words from the text (words: temperature, snowboard, boat, national park, lake). I will write the words with their phonetic and function on one side of the board and on the other side I will write the definitions then I'll ask them to read them for one minute and try to find the meaning of the words (ICQs: should we use our dictionary? (no), should we talk to each other? (no), how much time do we have?(one minute).) then I will check their answers, after clarifying the meaning and working on the form of the lexis we will have choral repetition drill and I'll get students' attention to the phonetics, if needed and I see some students have pronunciation problem I will ask them to repeat individually. I will ask students to write them in their notebook for four minutes (ICQs: should we write all of them?(yes), how much time do we have?(four minutes), { if needed and I see students talking to each other while writing I'll ask 'should we talk to each other?(no).'}. After they finished writing students will go through a controlled practice in which they should fill the blanks with the words they have just learned, I will write 5 sentences on the board (sentences: 1-................... in the south of the country is 30 degrees centigrade. 2-Children are playing on the ....................... . 3- I have a fishing................. . 4- The beautiful pink trees are in the ................... .5- In the summer, we go water skiing on the .................... .) and ask students to read them for one minute and try to fill the blanks with the words (words will be written above the sentences). Then I will read the sentences and students say the answers, at the end I will ask students to write them in their notebook for two minutes (ICQs: how much time do we have?(two minutes).)

While-Reading/Listening #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will write a question on the board: (what did you understand about Ushuaia?), Then I will ask students to skim the text and answer the question for three minutes {students might not know how to skim the text since it is their third term, so before they go through reading I'll explain it and tell them that it is not necessary to read all the parts carefully.}, (ICQs: should we read all the text sentence by sentence?(no), should we check our dictionary?(no), should we do it alone or in pars?(alone), how much time do we have?(three minutes) { If I see students talking I'll ask: 'should we talk to each other?'(no) . After that I will ask them to check their answers in pairs and I will monitor them then I'll ask who do you think is ready to answer? I need one or two students to share their answers with the whole class.

While-Reading/Listening #2 (8-11 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

There are some detailed questions in the book that students should match the questions with the paragraphs so I will give the instruction to students,{ while standing in the center of the class and showing the questions and where they should put them in the book.}, I'll tell students that they should scan the text and do the exercise alone in four minutes,{ I will first explain that how they should scan a text.}, (ICQs: what should we do with the questions?(match them with paragraphs), should we do it alone or in pairs?(alone), should we use our dictionary?(no), should we read all the parts carefully?(yes), how much do we have time?(four minutes), { If students talk I'll ask 'should we talk?'(no).}). After that I will ask students to check their answers in pairs then I'll ask students who is ready to say the question for first paragraph?{ there are 7 questions so it will be repeated for each paragraph.}, if there was an wrong answer we will correct it with saying the reason. There is also another part in which students should find the opposites (for the words: dark, far from, hot, low, outside, short, summer, the same) from the highlighted words in the text so I will ask students to find their opposites and write them in front f each word in two minutes and alone, (ICQs: what should we write in the blanks?(the opposites), should we use our dictionary?(no), should we do it alone or in pairs?(alone), how much time do we have?(two minutes). After they finished they will check their answers in pairs then I'll ask one student to read the words and other students say the opposites.

Post-Reading/Listening (9-11 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will teach 4 words from the text,( close, hometown, museum, prefer). I will divide the board into four parts,each part for one of the words, I will write the word and phonetic on the top and an example with that word below it (the word in the example will be highlighted and underlined.) an then the CCQs will be written too, there will be four or five CCQs for each word, one for the function and form, one for the register, one for collocation and two for the meaning. { for example: word:prefer /prɪˈfɜːr/, example: they prefer to have a black coffee not tea. CCQs: 1-Is it formal or informal? (formal). 2-Is it a noun or verb?(verb). 3-Is it about people or things?(people). 4-Do they like coffee more than tea?(yes). *short definition: to like something more than another thing.} after one minute that students read them I will read the example then ask the CCQs and students will answer, then I will say a short definition and we'll have choral repetition drill and I'll get students' attention to the phonetics, if needed and I see some students still have problem with the pronunciation we'll have individual repetition drill too. At the end I will ask students to write them in their notebook in four minutes. when they finished students will go through a controlled practice in which they should match the words with their meaning, I will write the words one side of the board and the meaning on the other side I'll give on minute to students to read them and find their meaning (ICQ: should we use our dictionaries?(no).) then we will check the answers and they will write them in their notebooks in three minutes.

Production (7-10 minutes) • To provide the chance of using what they have learned

Students will go through 'find someone who...' task in which I will write five questions on the board and ask students to stand up and ask them from other students.(Questions: 1-Do you like to travel in a city in another country or your country?, 2-which city do you like to go?, 3-Do you like to go in summer or winter?. 4-Describe the city you want to go., 5-What can people do there?). I will first get students' attention then tell them that when I play the music you should start and when I stop the music you should stop and change your partner.(ICQs: should we ask all the students?(yes), will you stand up?(yes), when should you start?(when the music is played), when should you stop?(when the music is paused), should we write all the students' answers?(no just one).) I will monitor the students when they are talking and I won't stop them for minor errors since the aim is fluency.

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