New lesson plan: Copy of TP8a Lesson Plan "One Wheeled Wonder"

Adam A. Barakat

Copy of TP8a Lesson Plan "One Wheeled Wonder" - Elementary level

Copy of TP8a Lesson Plan "One Wheeled Wonder"
Elementary level

Description

In this lesson, students will develop their receptive skills through a reading activity about using a unicycle for transportation. They will be given some tasks which will help them to practice the sub skills of gist reading and reading for detail. They will also review comparatives in the context of using a unicycle for transportation.

Materials

HO_TP8a.docx

Main Aims

To give students practice in gist reading and reading for detail in the context of using a unicycle for transportation.

Subsidiary Aims

To review comparatives in the context of using a unicycle for transportation.

Procedure (39-53 minutes)

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

- Put the pictures of a motorbike, an iett bus, a metro,a funicular, a taxi, a bicycle, a car and a minibus on the WB. - Ask them what they are and when and why they use them. (Elicit the phrase 'public transport') - Show them a picture of a unicycle and ask them what they know about it and ask what they can use it for. - Get FB and show them the pictures of different activities on a unicycle.

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

- Tell them that they will read a text about a man who uses unicycle for transportation. - Clarify the meaning of the words 'crowded', 'quick', 'common', 'cyclist', 'wheel', 'journey', 'traffic jam' and 'long distance' by eliciting and showing them the pictures. - Write the new vocabulary on the WB and drill them - Show them the picture of Joe Marshall (the man who rides a unicycle in the text) and ask them why do they think he rides a unicycle. - Get them in pairs and give them the ex.1 where they will have some possible reasons for him to ride a unicycle to work.

While-Reading (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Give them the reading and tell them to check their answers after they read the text. - After the FB, get them in pairs and give them the ex. 2 where they should find the true/false statements related to the text. - Get WC feedback

Highlighting (2-4 minutes) • To gauge students' prior knowledge of the target language

- After FB, mingle them and give them the ex.3 where they need to fill in the blanks with the comparatives related to the text.

Clarification (6-8 minutes) • To review some grammar points

- Write 'Unicycles are slower than bikes.' - Clarify the meaning of the sentence and elicit the form. Point out the syllables in the adjective and show the stress. - Write ' Bikes are more dangerous than unicycles.' - Clarify the meaning of the sentence and elicit the form. Point out the syllables in the adjective and show the stress also in this sentence. - Clarify the difference between 'slower' and 'more dangerous'.

Practice (1-3 minutes) • To provide practice for the grammar point

-Get sts in pairs and give them the ex.4 where they need to write the comparatives forms of adjectives - Get WC feedback

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

- Get sts into groups and tell them that you want to buy a car or a motorbike but you can not decide which one to buy. - Ask them to write you an advice paper including at least 5 reasons to buy a car or a motorbike in Istanbul - Give them an example - Get WC feedback by making them discuss their ideas.