sarah.shehadeh sarah.shehadeh

Big Cats
Elementary level

Description

In this lesson, the students will learn about different wild cats and the new vocabulary terms they will learn will be related to that. They will listen to an audio that briefly talks about the wild cats (lions, cheetahs and tigers) and then they will be given questions that check their understanding and test their listening skills. Various activities such as fill in the blanks, True and False statements and Multiple choice questions will be done with the class to ensure their understanding. This also means including CCQ's and having them practice speaking by having a group discussion at the end of the class.

Materials

Abc Picture of cats
Watch?v=ajkkbagpj5q?size=16&default=html Video with vocabulary terms
Abc Fill in the blanks
Abc True and False statements
Abc Multiple Choice Questions

Main Aims

  • To be able to answer the questions by skimming and gist reading text.
  • To be able to know how to look for more detailed information in the text without having to spend so much time reading the text over and over again.

Subsidiary Aims

  • To provide clarification and practice with the new vocabulary terms that are related to wild cats by watching a video.

Procedure

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

I will show the students a picture of house cats and ask them questions like "Do you like cats? How big do you think cats can get? Can they make noises?" I will try to elicit as much information about wild cats from the students.

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

I will pre teach vocabulary terms such as: carnivores, pride, mane, camouflage, prey and sprint. I will have them watch the YouTube video which mentions each of the terms to be introduced.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will have the students read a couple of paragraphs and then have them answer the fill in the blanks and true and false statements. I will give the students about five minutes to briefly read the text and answer the questions. This will improve their gist reading and skimming skills.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

While they are reading the paragraphs given to them I will have them answer Multiple choice questions which will challenge them in terms of reading the text and using their inferences from the information presented to them.

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

I will have the students in pairs where they will have to each choose which wild cat was their favourite or most interesting and why. Once they finish talking about which cat was their favourite, each student will share with the class what their partner chose and why. This will help them learn to listen carefully and to repeat what they heard.

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