Brandon Mayer Brandon Mayer

Reading and Vocabulary
elementary level

Description

Students will engage with words and phrases expressing time and frequency. For example "often, sometimes, usually, not often, never."

Materials

Abc Balloon
Abc Box
Abc Text book
Abc Handouts

Main Aims

  • To provide opportunities for students to engage with vocabulary and reading related to time and frequency words/phrases through text and speaking

Subsidiary Aims

  • To provide fluency speaking practice in a Ss PW and TS interaction and conversation in the context of Time and frequency in real life situations.

Procedure

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

Start with Django Reinhardt song to set mood of class - upbeat and engaging and useful. We will start with date, season, and weather report. Name activity through chant where all students introduce themselves by name and maybe with a personal descriptive word with "I say hello... that's how we talk to each other" song. When students catch floating balloon they say their name and mark their name on My Name is sticker. Quick yes/no questions, "Do you like going for walks? Do like to like listening to music? Do you like cooking dinner? Do you like watching films?" Students will then ask each other in pairs. Group activity ice breaker to lighten the mood and get students talking and interacting. Eg. Name as Many... (3 countries in Europe/Asia, drinks, foods, body parts above the neck,etc)

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

Creating a word bank of problem words, students will pull words out of a box. We will discuss definition and the student will write on the board. "early-bird, weekday, successful, win, positive, mistake, have a rest..." Look at pictures the 5 pictures on sheet and ask questions, "What time is it in the first picture? Who is sleeping?" etc. Before reading text, we will discuss different activities relating to "always" and "never." Ex."I always drink coffee in the morning ." "What do you always drink in the morning?"

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

Look at pictures the 5 pictures on sheet and ask questions, "What time is it in the first picture? Who is sleeping?" etc. Before reading text, we will discuss the and answer if there are questions which may be unknown or need clarification.

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

(VA images will be on board) Students read article (five points). Students will match/identify the corresponding images with appropriate text in pairs. One student will read point 1, another will read point 2, and so on. We will then answer the questions, matching the pictures with the text. (Guided production) Complete phrases with appropriate prepositions based on the article (__ the morning, __ the afternoon). Students will write on board one at a time. We will discuss answers. Ss Show with box that prepositions are words you can do to a box - in, on, at... I will start, "I always drink coffee in the morning?" I never go shopping on the weekend." I never cheer for Fenerbahce. I always cheer for Besiktas." This will lead to Feedback and Check Control

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

After listening to me model, "I never cheer for Fenerbahce" etc, students will complete their own sentences individually, check with table partners and then individual students when called will write answers that are true for them on board. (5 minutes) If there's extra time, we could do one of the ice breaker games as a cool down like naming 3 body parts above the body that have 3 letters, etc. Close with Django (past tense)

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