Julio C. Julio C.

my perfect day
A1 level

Description

In this session, students will describe what their perfect plan would look like and present their day to the group.

Materials

Abc Markers
Abc Whiteboard
Abc Poster Board
Abc Timer or clock
Abc white sheets of paper

Main Aims

  • Develop descriptive skills. Students will learn to use detailed and accurate language to describe their perfect plan and ideal day, using adjectives, adverbs and appropriate vocabulary.

Subsidiary Aims

  • Stimulate imagination and creativity. Students' ability to generate original and creative ideas when designing their perfect plan and presenting their ideal day will be fostered, encouraging them to think outside the box.
  • Improve oral presentation skills. Students will practice their oral presentation skills by presenting their perfect plan and describing their ideal day to the group.

Procedure

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

Greet the students and engage them in a conversation about their favorite days of the week. Ask questions like: "What is your favorite day of the week and why?" or "What activities do you enjoy doing on weekends?" Encourage students to share their experiences and opinions.

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

Introduce the topic by explaining that students will describe their perfect day, specifying the day of the week. Ask seven students to write the days of the week on the board and ask students to brainstorm the activities they associate with each day. For example, Monday: school, Tuesday: sports, Wednesday: hobbies, etc. Provide vocabulary support for any unfamiliar words or phrases related to the activities or days of the week.

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

Post a poster board with instructions to describe a perfect day. Examples: "What would your perfect Monday look like?", "What activities would you do?", "Who would you spend time with?", "Where would you go?", etc. Ask students to individually write a description of their perfect day, focusing on a specific day of the week. Monitor students' progress and assist them if necessary. After the allotted time has elapsed, ask them to pair up and share their descriptions with a partner. Encourage students to ask follow-up questions and show interest in their partner's description.

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

Choose a few students to present their descriptions to the whole class. As the students present, encourage the rest of the class to listen carefully and take notes. After each presentation, ask the listeners to summarize what they heard and share their impressions. Prompt questions: "What day was described?", "What activities did they mention?", "Did anything surprise you about their perfect day?"

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

Conduct a class discussion about the different perfect days described. Ask questions such as: "Were there any similarities among the descriptions?", "Which activities were popular among the students?", "Did anyone have a completely unique idea?" Encourage students to express their opinions about the presented perfect days and share their own preferences. Summarize the lesson by highlighting the importance of understanding and communicating personal preferences. Hand out white sheets of paper. Ask students to create a visual representation of their perfect day using drawings.

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