Nasrine elhassani Nasrine elhassani

Early bird or night owl?
Elementary - A1 level

Description

This is a receptive skills lesson that focuses on reading for gist and reading for detail, in addition to listening for detail.The lesson starts with introducing the topic of early bird and night owl by showing pictures of an owl and a bird and introducing vocabulary. It continues by carrying out a questionnaire about the topic. This is followed by a listening for details activity, and doing a feedback at the end.

Materials

Abc scores for activity 3d pg 158
Abc comparison page enlarged
Abc a questionnaire
Abc pictures of a bird and an owl - pg28
Face2face elementary level cd?size=16&default=html Questionnaire Track R3.17

Main Aims

  • To provide gist and detailed reading and listening practice using a questionnaire in the context of early bird and night owl

Subsidiary Aims

  • To provide clarification and practice of related vocabulary in the context of early bird and night owl

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

1. Put the birds' pictures on the board. 2. T asks: What are these? What are they doing? Who is like that?

Pre-Teach (3-4 minutes) • To prepare students for the text and make it accessible

Teach the words by: Elicit - Check - Drill - Write questionnaire energy record probably I have a lot of energy Stay to the end

Controlled Practice (2-3 minutes) • To concept check and prepare students for more meaningful practice

2a 1. T says: Read the text quickly for 40 seconds. Then choose a title. - Birds & Owls - Early birds and night owls - How birds live? 2. WC FB

Free Practice (4-6 minutes) • To provide students with free practice of the target language

1. Read questionnaire. Tick your answer. 2. Chk ans w/ scores. 3. FB: are you a night owl or an early bird?

Free Practice (3-4 minutes) • To provide students with free practice of the target language

1. In 4 groups compare scores: are they the same or different? 2. ICQ: R U talking about your scores? R U writing anything? 3. Content FB: Do you agree with your results?

Reminding (1-2 minutes) • To remind SS w/ previous characters

T says: Do you remember Tonya? She is doing the quetionnaire.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Ex 7a 1. T says: Go back to questionnaire. Listen. Tick. 2. T replay. 7b 3. T says: in pairs, chk ans 4. Monitor 5. Content FB

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

1. T writes on w/b: get up early Stay up late Stay to the end have a lot of energy answer the phone before 8 a.m. go to bed at 11 p.m. 2. T says: Put them under the correct heading: "Early Birds" and "Night Owl" 3. T says: In pairs, make Qs starting with "Do you" using these phrases. 4. Monitor. Wite wrong forms on the board. 5. T says: In groups of 4, ask Qs. 6. Monitor. Mingle. Wite wrong ans on w/b 7. Do DEC on w/b

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