Russell Eugene Relic Jr. Russell Eugene Relic Jr.

Beginner TP5
Beginner level

Materials

Abc PowerPoint TP6
Abc Handout

Main Aims

  • TSWBAT define and identify answers in a given reading to 90% accuracy.

Subsidiary Aims

  • TSWBAT identify specific information from a listening practice using a text about life in Peru to 90% accuracy.

Procedure

Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

Put up a picture with a question: Who likes food? What food do you like? Ss will complete a table listing 5 food and drinks they like. Ss will compare their answers. Briefly discuss there answers.

Pre-Reading/Vocabulary (6-8 minutes) • To prepare students for the text and make it accessible

Put the word with the picture up on the board to help explain the word. Practice saying the word as a group then randomly choose a couple of students to practice. For each picture use CCQ'S to check their understanding and try to get a little speaking practice.

Controlled Practice (5-8 minutes) • To provide the students an opportunity to provide use vocabulary through a controlled practice.

-Ss work in pairs and take turns to test each other on the collocations. One student says a word or phrase from the box 1a, for example football, and his/her partner says the whole collocation, for example like football. -The teacher will monitor to check for errors and correct any on the spot.

While-Reading/Listening #1 (5-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-Ask the Ss where Peru is. -Focus the students focus on the photo of Ricard and the speech bubble. -Play the recording. The students will listen, read and find out who Cecilia, Carlos, and Diego are. -Students will check their answers in pairs and then discuss as a class.

While-Reading (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

The students will read about Ricardo again and do the exercises on their own. -The students will compare their answers in pairs and a person from each group will do a number. -We will check the answers as a class.

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

-Do a review of the reading by asking questions and students have to respond. - The students can answer the questions in pairs and then do a whole class feedback. 1. Who is this? It's Ricardo 2. Where is he from? He is from Peru. 3. What company does he work for? A car company. 4. How old is Ricardo's car? It's 9 years old. 5. What sport does Carlos and Diego like? They like football. 6. What don't the boys like? They don't like homework. 7. Does Ricardo and Cecilia have a daughter? No. Only two boys.

Lesson Extension (5-8 minutes) • To reinforce the main lesson AIM.

-Give the handout to the students to do -Post an answer key on the wall and have the student s get up and check their answers.

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