Muhanad Halvani Muhanad Halvani

Teaching Practice 2
Pre-Intermediate level

Description

Students will do gist plus detailed reading and speaking practice using work and jobs as a context. They will also be introduced to new vocabulary related to work. MFP of these words will be given in class.

Materials

Abc HO Ex. 3 p. 21 English Unlimited, Pre-Intermediate, Cambridge University Press.
Abc HO Ex. 2 p. 20 English Unlimited, Pre-Intermediate, Cambridge University Press.
Abc Ex. 1 p.20 English Unlimited, Cambridge University Press
Abc Ex. 4 p. 21 English Unlimited, Pre-Intermediate, Cambridge University Press.
Abc HO Ex. 5 p. 21 English Unlimited, Pre-Intermediate, Cambridge University Press.

Main Aims

  • To provide gist plus detailed reading practice on the subject of the workplace with additional speaking practice and introduction of MFP for new or problematic words.

Subsidiary Aims

  • To introduce vocabulary related to work

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Ask some students what is their ideal job? If you can have any job in the world, what would you like to do? Describe the handout (in this handout you find questions about what your ideal job would be like. Individually you will circle the answer that matches your ideal job.) Let them discuss their answers with the person sitting next to them.

Pre Reading (2-4 minutes) • To get the students to predict the contents of the reading and activate their schemata.

Provide Context: Show a picture of someone happy in his job and a picture of someone sad in his job. Elicit how those people in the pictures feel. Chest the HO, elicit the source of the handout (a chat site) Elicit if people use their real names on a chat site. Tell them there are four people there some are happy and others are unhappy. They have to skim the text quickly and determine who is happy and who is not. ICQ (will you read quickly or slowly?)

While-Reading/Listening #1 (5-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Give out the reading HOs facedown. Tell them not to turn the papers. Divide the board into two halves, happy and sad. Tell them to read the text very fast and determine who is happy and who is sad. Give an ICQ "will you read the text quickly or slowly?" After 30 seconds cut the students off and elicit justification for answers in WCFB.

While-Reading/Listening #2 (12-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Tell the students to answer the questions on Ex.3 handout using the text they have. After 6 minutes tell the students to check their answers in pairs. Do WCFB. Ask the students to discuss in pairs who would be difficult to work with and who would be good to work with? Why? Do WCFB.

Post-Reading/Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Introduce the new lexis. (MFP) Hand out exercise 5. Let them do it individually then check their answers in pairs. Give out the answer keys. Have them all standing in the center of the room. Give instructions plus ICQs (will you write the same name? will you write your name?) Give out the HO Get them to mingle to complete the task. After a few minutes have them return to their seats and do a WCFB.

In Time (5-10 minutes) • Recycle the new vocabulary with a game (Back to the Board)

Divide Class in Half. Get them to choose a team name. Get two volunteers. Give out instructions. Ask ICQs (will you say the word? will you spell the word? will you say the word in Turkish?) Start Excercise.

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