Austin Austin

Emails about the Holiday
Beginners level

Description

Using the context of vacation, we will read emails about two couples who share about their trips. Through reading the emails, we will focus on the reading skills.

Materials

Abc Email B
Abc Ex. 8
Abc Ex. 6
Abc Ex. 5 True/False
Abc Lexis Cards (Adjectives)
Abc Email A
Abc Lead in Pic

Main Aims

  • To provide detailed reading practice using a text about descriptive language on holiday locations in the context of Travel on Holiday

Subsidiary Aims

  • Descriptive (adjective) vocabulary and grammar

Procedure

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

Use image from Ex. 4 email A - What do you see? - What are they doing?

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

- Distribute cut outs of different locations such as hotel, café, restaurant, museum, room, mosque, etc. - Instruct students to look at the images together and identify where it is (they could write on the back of the pictures if they want) - Feedback: Project collage of images on screen. Ask specific students (by name!) to give their answer

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

Give instructions on the reading activity. - What city are Alice and Mike in? - Where are Alice and Mike now? Hand out paragraphs (4 min.) Peer Review Feedback: - ask individual students (BY NAME)

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Instructions: - Introduce "adjective cards" -> relate back to previous lesson. - Read the email again - Use your "places" cards and match them with your "adjective" cards in order of the story. Feedback: - Individual students answer (BY NAME) Extra Activity: Ex. 5 - Using the email, mark these sentences true (with a check) or false (with an X) - The sentences that are FALSE, write the correct word - Peer Check Feedback: - Project onto board - Call students up to write answer on board as they finish - Read over the corrected sentences together

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Gap fill instructions Ex. 6 - Explain that they will fill in the blanks with the + and - forms of WE, YOU, THEY (complete as individuals) -Peer Check Feedback: Elicit choral answers. DRILL PRONUNCIATION* Gap fill w/Listening Ex. 7-8 GROUP - Now we are going to LISTEN to the audio - Give out gap fill X1 per Group - Now we will listen AGAIN and fill in the gaps FB: - Peer Check - BY NAME call out students and fill in answers on board (as they finish)

Follow-up reading & Controlled practice (5-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Instruct - Now, we will read another email - Circle the correct ending - Hand out emails FB: - Peer Check - Project and read email aloud and elicit endings Possible additions **Elicit adjectives from the text using CCQs - Are Liz and Steve in London? No, Cairo - Is Cairo a beautiful city? Yes - Are the people friendly? Yes - Are the resturants Expensive? No, Cheap - are the rooms nice? - Is the Hotel Cheap? No, it's expensive

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