This daily English lesson plan focuses on parts of a car. Students will listen for specific information about damages to a car and list those damages. They will then fill in an informational text about car parts and damages. The lesson involves listening activities with a conversation about car damages. Students work individually, in pairs, and as a class to complete tasks identifying exterior car parts and damages described in audio recordings. The homework assignment asks students to identify damages on two cars in their neighborhood.
This daily English lesson plan focuses on parts of a car. Students will listen for specific information about damages to a car and list those damages. They will then fill in an informational text about car parts and damages. The lesson involves listening activities with a conversation about car damages. Students work individually, in pairs, and as a class to complete tasks identifying exterior car parts and damages described in audio recordings. The homework assignment asks students to identify damages on two cars in their neighborhood.
This daily English lesson plan focuses on parts of a car. Students will listen for specific information about damages to a car and list those damages. They will then fill in an informational text about car parts and damages. The lesson involves listening activities with a conversation about car damages. Students work individually, in pairs, and as a class to complete tasks identifying exterior car parts and damages described in audio recordings. The homework assignment asks students to identify damages on two cars in their neighborhood.
LANGUAGE Language Skills: Listening, Speaking, Writing
SKILLS AND LO1. SS will be able to listen for specific information LEARNING LO2. SS will be able to list damages on a car OUTCOMES LO3. SS will be able to fill in an informational text FUNCTIONS & Listing damages USEFUL LANGUAGE “…. is damaged”; “…isn’t working properly”; “There’s something wrong with the …” 1. Listening for specific information: Read out the directions. Have SS read the answers and the choices. Instruct SS to check boxes that apply. Play the audio and have SS mark their answers. Play the audio if necessary. Check the answers as a class. Ask simple comprehension questions about the conversation. For example: What is the condition of the hood? Where is there a crack? Where is there a dent? 2. Listening for specific information: Play the audio again and have the SS complete the ACTIVITIES blanks. Write the correct answers on the board and have students check their answers. Invite a pair to act out the conversation. 3. Filling in an informational text: Have students complete the checklist. Tell them to each complete the checklist using the information from Task 8. Have SS work individually and then compare their checklists with a partner’s. Invite volunteers to share their responses with the class.
SUGGESTED Pair work
CONTEXT & Individual work TASKS Whole class Discussions
ASSIGNMENT Homework: List damages.
& Walk around your neighbourhood or at the school parking lot. Identify two cars. Make a EVALUATION list of the damages saying which parts the damages are and what the damage is.