Sanaz Sanaz

Metronaps
elementary level

Description

In this reading Students will work on Reading (Metronaps) and Vocabulary Go, Get , Have

Materials

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Adeqqzhseaxs7yk3mbb6 superstock 1783 3373 metronaps together
Wumw6jkptxuj7cton810 pod powerpoint
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G4otq1ixqyiybi04uo64 vocabulary matching handout
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Kdtwkjetye44xgg1j7in celta lesson plan analysis+page template CELTA_Lesson_Plan-Analysis+page-template.doc
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Main Aims

  • To provide gist, scan and detailed reading practice using a text about getting rest during the day in the context of Daily activities and having a nap to be more energetic
  • To provide clarification of get , have, go in the context of daily life words

Subsidiary Aims

  • To provide gist reading practice using a text about having a nap in the context of a place to hava nap called MetroNaps
  • To provide practice of daily life in the context of activities

Procedure

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

Teacher will show the Ss a short video related to the reading which ends up with a picture simillar to the reading.

Pre-Reading/Listening (2-3 minutes) • To prepare students for the text and make it accessible

Students will be asked to look at the picture at the end of the reading and answer the question given in the book (straightforward U4A pp42) Q: Which activity do you think people do in the Metronaps? go to sleep, have a shower, wath TV. then they will check the answers with the partners.

While-Reading #1 (4-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ss will read the reading for themselves and check the answer for previous question (Skim). They should not focuse on the meaning of the vocabullary.

While-Reading #2 (13-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students will read the text again (scanning for more details) Also They will put the words "Get" "Have" and "Go" in a circle while reading the text. They may ask the meaning of the words they don't know in the text which is in exercises too and the teacher will explain the meaning ( they may need to read the text once again quickly) feed back CCQ will be asked: 1. Is the reading about daily life activities of Will Cotton? 2. Does he have a busy life? 3. Does he like metroNaps? Then they will answer questions of ex.3 - - peer check - Ss will continue to do ex.4 - - Feed back : check the answers in groups.

Post-Reading/Listening (4-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

do you have a nap during the day? Would you like a MetroNaps? Why?

Vocabulary: Collocations have, go &get (7-9 minutes) • To provide vocabulary practice through reading text

Students will work in groups (totally 3 groups) to categorize the activities regarding to the particular verb. ex.1 and then ex.2 (go to work- go to the gym- have a meting- have a drink- have dinner- go to bed- go to sleep- get ideas have a nap.) (have a shower, get dressed, have break fast, have classes, have a break, have lunch) teacher will draw a table on the board divided to 3, on top writes go get and have for each column and calls one student from each group to write them on the board

Language Practice (5-6 minutes) • To provide students with practice of the task language

Teacher will write two sentences on the board " I go home at 6:00 and I get home at 6:15" & "I wake up at 7:00 and I get up at 7:05" and ask CCQ in order to teach the differences. CCQ: (pointing the first part: I go home at 6:00, Am I at home? No - pointing the second part: Am I at home ? Yes Am I in the bed? Yes - second part : AM I in the bed? No

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