Ghazal Ghazal

That's a cool car
A1 level

Description

In this lesson, learners focus on receptive skills of reading and sub-skills of gist and detailed reading and the output of the class will be a productive skill of speaking. The class starts with a speaking task in which students should ask and answer some questions about the picture (related to cars). This is followed by pre-teaching the necessary vocabulary from the text. Then students will go through gist reading (answering a general question from the dialog: what is the text about?). After that, they should answer detailed questions ( I will ask them some questions like what car does she prefer? What color does she prefer?). This is followed by the grammar which is about colors and prefer adjectives and as the production students will write and talk about their favorite car.

Materials

Abc Car toys
Abc Picture of cars
Abc Gap-fill handout

Main Aims

  • To provide fluency and accuracy speaking practice in a dialog in the context of Car
  • To provide gist and detailed reading practice using a text about cars

Subsidiary Aims

  • To provide clarification, review and practice of common adjectives in the context of cars
  • To provide clarification and practice of car lexis

Procedure

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

The lesson will start with a speaking task in which students should think for a minute about the picture of some cars and describe them. Students might not be able to describe the cars so first I will ask them to tell me some adjectives, colors, and nationalities that they remember (if needed I will write them on the board). Students will be given a word web task to do in which they have to put the words in the categories of the name of the cars, colors, and nationalities. When they finished doing the task they will check the answers in pairs and then one student will say the answers to the whole class. Then I will ask them to use them and describe the picture of a car in pairs. After a minute I will ask who is ready to describe the car and I'll choose two or three students to talk about the picture they have. (ICQs: Should we talk two by two or the whole class (two by two), Should we use the adjectives in our speaking? (yes), how much time do we have? (1 minute). Since the aim is fluency I won't stop students for minor errors.

Pre-Reading (7-10 minutes) • To prepare students for the text and make it accessible

I will pre-teach 3 words from the text (words: prefer, luxurious, convertible). I will write the words with their function and phonetic 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 a choral repetition drill and I'll get students' attention to the phonetics if needed and I see some students have pronunciation problems I will ask them to repeat individually. I will ask students to write them in their notebooks 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)}. Most of the students are familiar with the first meaning of the word cool which is 'low in temperature, but not cold' so I will tell them both first and second meanings because in the text we need the second meaning which is 'very attractive', also students might not know how to use prefer in a sentence and they usually use the base form of the verb after it so I will tell them that if they want to use a verb after prefer they should use 'to' before the verb then I will write an example with the formula on the board [I prefer to drink coffee. *prefer+to+verb] I will also write an example with a noun after prefer too so that students won't confuse when to use 'to' after prefer [I prefer a coffee.*prefer+noun]. As feedback, I will tell some students a verb or a noun and they should make a sentence with that word and prefer. Another point that students should know is how to use 'to' after prefer for instance I prefer coffee to tea. I will give students a situation and ask them to make a sentence with prefer.

While-Reading #1 (4-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students will be given a text and some multiple-choice questions to answer and I will ask students to skim the text and answer the question for two minutes {students might not know how to skim the text since it is their second 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 pairs? (alone), how much time do we have? (two 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 #2 (5-6 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

For scanning the text and detailed questions because there is no task in the book I will ask some questions my self.{questions: 1-Is BMW popular with men or women?, 2-Are 90% of drivers of Mercedes men or women?, 3-Is Hyundai popular with men or women?} I will ask students to scan the text and try to find the answer then by chance a student will say the answer if it was wrong another student will say the reason and correct it. (ICQs: what should we do? (find the answers in the text), should we do it alone or in pairs? (alone),{If students talk I'll ask 'should we talk?'(no).})

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

I will start teaching the grammar by taking the students attention to the text and asking them to find the adjectives in the text for one minute after that I will ask one or two students to tell the adjectives. Then some sentences will be written on the board (positive and negative sentences with adjectives and the question form,[for example +The car is big, -The car is not big,?Is the car big?]. the adjectives will be highlighted too. (for telling students that what is an adjective I will ask them CCQS such as: Is big talking about is or the car? (the car), Is the car a noun or a verb? (a noun), then I will give them a short definition,{the word or words that talks about a noun are an adjective, for example, big, small, green,...}) then I will ask students to tell me where does the adjective come in each sentence and I will tell them that it comes after a verb and before a noun, at the end I will ask students to tell me the formula and I will write it above the sentences,( I will focus on the formula for the yes/no question and tell students that first the to be verb comes, not the subject and in negative sentences, they should use not after the to be verb {also we will work on both full forms and contractions} ). For getting feedback Students will go through two practices, in the first one they should make some sentences using an adjective based on the picture for four minutes(ICQs: what should we do? (make a sentence), should we do it in pairs or alone? (alone), how much time do we have? (four minutes).) and in the second one they should order the words to make sentences for five minutes. (ICQs: should we use all the words? (yes), should we do it in pairs? (no), how much time do we have? (five minutes), { if needed and I see students talking to each other while writing I'll ask 'should we talk to each other? (no).'}). After each practice, first students will check their answers in pairs then in the whole class. If there were any problems or wrong answers I would try to have peer-correction or self-correction.

Production (7-9 minutes) • To provide the chance of using what they have learned

Students will go through a writing task in which they should write three lines about their favorite car and use adjectives for three minutes. (ICQs: what should we write about? (favorite car), how much time do we have? (three minutes), should we write in pairs or alone? (alone).)Then I will ask who do you think is ready to share her answer with the whole class I want one or two students to read their writings. After that, I will ask students to ask and answer some questions about the picture of cars in pairs for three minutes (for example: what color is the car number 2? which car do you prefer? Is number 3 a big car?...). (ICQs: What should we do? (ask and answer questions about the picture), how much time do we have? (three minutes), should we do it in pairs? (yes).) I will monitor students when they are doing the tasks and I won't stop them for minor errors since the aim is fluency.

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