Kyle Kyle

Wheels
Pre-intermediate level

Description

In this lesson, students will practice inference reading using a text about cars in the context of cars. They will also practice car part lexicon and speaking for fluency through conversation about their experiences with cars. After some brief opening questions directing the students towards cars, I will tell a short story of my own first car, using images. This will move students towards car parts. We will then place a short race game, where students will compete in teams to place car parts on the board. During we will drill pronunciation and stress. After, students will be given a gist task (match the cars to the sections) and read through a text about cars. They will check their answers with their partners and explain their reason using examples from the text. Students will then be given two phrases, and read the text again, in order to determine the meaning of these phrases. To end, students will practice speaking for fluency by having a conversation in pairs about their first experiences with cars.

Materials

Abc "My First Car" reading
Abc Powerpoint

Main Aims

  • To provide inference reading practice using a text about first cars in the context of cars/vehicles

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of cars
  • To provide practice of car parts in the context of cars

Procedure

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

1. Ask students " "How did you come to school today?" "Did anyone drive?" "Does anyone like to drive?" "Do you like cars?" 2. Tell a short story using images. "When I was young, I wanted to buy a car. I would dream about the car I would buy. How great it would be. So I worked a lot and saved a lot of money. But cars are very expensive. I could not buy my dream car. Instead I bought a cheap car. The engine was very small and it did not go very fast. One of the doors was broken. And you could not fit many people inside. But we tried, and fit six people once. The car was so heavy, it touched the road and sparks flew up."

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

Students will play a race game. Students will be split into two groups. Each group will be given cut-outs of car part vocabulary. On the board will be a diagram of a car with arrows. I will pronounce a word, and students will race to figure out which word I said, and rush to place it on the board. We will continue through all the vocabulary this way. After each word is placed, I will cover it and drill pronunciation. I will then uncover it, and ask students for the stress.

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

1. Show students the reading 2. Tell students to read individually, and match the cars with their descriptions. 3. As students finish, tell them to talk with their partner about their choice: *Why did you choose that car? Tell them to use examples from the text.

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

1. Tell students to read through the text in pairs and try to determine the meaning of: i. "break down" ii. "drive him crazy" 2. Regroup the class briefly. Ask students about the two phrases. i. ICQ: Can a car break down? A train? A boat? A plane? ii. ICQ: Am I happy? Annoyed? Want it/you/him/her to stop doing something? 3. Change pairs. 4. Students will now discuss in their new pairs: Did the person like their first car? Why or why not?

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

*Before beginning, I will bring up the car diagram and question students about the vocabulary. Free Practice: Students will discuss in pairs their first car, or the first car they drove, or the first car they rode in.

Web site designed by: Nikue