To provide SS practice in gist and scan reading in the context of your abilities.
To provide fluency speaking practice in the context of your abilities.
To provide clarification and practice of vocablary "are able to", "are capable of', "are good at", "have a facility with", "excel at", "have the ability to" and "have a good" to talk about abilities.
Procedure (38-45 minutes)
-T shows the pictures of differents task which are done while doing an IQ test, so SS have to guess what the text will be about. -T asks what is it? Is it a test? What kind of test is it?
-T divides the class into groups and asks a question "what's an IQ test?" Please discuss in your groups. After some time T checks their answers. Asks one student from each group to give his answer. then T asks SS to stand up and come to the board and give instructions. the aim of this game is to find someone who has ever taken an IQ test, when and why and write his/her name down in the form. T asks ICQs what are you dong? do you write the name if ithe answer is not? do you write his/her name if he/she says yes? what are doing next? SS walk around asking questions. T gets WCF.
T asks SS work in groups. Gives intructions to red the article quickly, 1min. SS read the text. T look at the ex1b. Which intelligence types might help with these activities. e.g. doing your accounts. Do we need Bodily-kinesthetic intelligence or do we need Logical-mathematical intelligence?discuss in your groups, please. WCF.
Tregroups SS and asks to read the text again. SS read the text. T asks which intelligence is important for these jobs and why? e.g.lawyer. Do we need musical intelligence? or do we need interpersonal intelligence?one student from each group comes to the board and gets one piece of paper with a word in it. s goes back to his group and discusses together ith his group and tells their answer. then another person comes and gets another piece of paper and discusses it in the group.WCF.
T tells to look at the highlighted expressions in the text. T work in groups and decide what comes after each expression, is it a,b, c or d. Tasks e.g. what is the first expression? S "are good at" What comes after "are good at'? T is it infinitive? or is it ing-form or a noun? ICQs What are you doing? what are you doing with expressions? do you need to decide what comes after it?
T asks which intelligence type do you have? explain and give examples. write 4-5 sentences. ICQs What are you doing? are writing? what are you writing about? how many sentences? After they finish. T asks to work in pairs and discuss the intelligence types they have. T choses one student to tell about intelligence types of another student he/she worked with. WCF. Delayed error correction.