Naailah Naailah

Reading/vocabulary and common verbs
Elementary level

Description

In this lesson, the student will enrich their vocabulary around the theme "your life" and will get the opportunity to practice both gist and deductive reading. They will learn about common verbs and their usage. At the end of the lesson, the Ss will carry out a matching pairs activity with cards to practice what they have learned

Materials

Abc Pairs of cards matching
Abc "Who is it?"
Abc Mixed up vocabulary

Main Aims

  • To provide gist and detailed reading practice using a text about common verbs in the context of daily life activities

Subsidiary Aims

  • To provide practice of daily life activities highlighting on lexis related to family, time and transportation
  • To provide accuracy speaking practice in a conversation in the context of daily life activities

Procedure

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

Students participate in a game called the mixed up vocabulary which consists of words related to their current situation. The student are asked to work in pairs/groups to rearrange the letters in the correct order using the hints given. The pair/group which has got the greatest number of correct answers is the winner.

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

Give Ss the HO and let the students read the text for 2 minutes individually. The student then work in pairs for the next 8-10 minutes. The teacher gives each pair, a set of cards, representing the following 16 items: Lives in Bangalore, University, friend Geeta, Bus... They are given two more cards, Amrita and Amrita’s parents. The teacher then instruct each pair to identify to which category (Amrita or Parents) each item belongs and put the card under each category. To make sure that the students have understood the activity, the teacher gives a demonstration for the first item “Lives in Bangalore”. Then on the WB, elicit the Ss answers as a whole group.

While-Reading/Listening #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

On the board write down a list of people (her friend, her sister, her father, her mother, and her grandparents). Ask the students as a whole group, “Which of these people does Amrita talk about”. This activity is found on the HO as 1b. To make sure they understand, ask them the name of her friend, her father and mother.

While-Reading/Listening #2 (10-14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

• The Ss work in pairs on activity 2a. They are given 7 minutes to complete the activity. The teacher writes down each sentence on the WB and corrects the wrong sentence. The students practice saying the sentence correctly after the teacher has modeled the TL with the correct pronunciation.

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

• At this stage, the Ss have a comprehension of the text. The teacher places 12 cards facing down on the table. The set of cards consists of 6 short cards (I live, I go, I get up, I have, I study and I work) and 6 incomplete phrases which completes the ones shown on the short cards. For example, I live ... in a house/in a big city/with my parents. SS are asked to match the corresponding short cards with the longer ones. The student/group who has got the greatest number of correct matches is the winner.

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