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Materials

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Main Aims

  • To provide scan and detailed reading practice using a text about green packaging in the context of protecting the environment

Subsidiary Aims

  • To provide practice and review of subject verb agreement in the context of protecting the environment
  • To provide clarification and practice of green packaging in the context of protecting the environment
  • To provide fluency in the context of protecting the environment by exchanging viewpoint.

Procedure

Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

Ask students to discuss the questions given on the page one with a person sitting next to them. Give them 6-7 minutes to discuss the questions. Monitor and give some hints if need be. Get a whole class feedback.

Pre-Reading (15-18 minutes) • To prepare students for the text and make it accessible

Ask Ss to match the following words: biodegradable ,decompose ,recycle, conservation, dispose, effluent ,pollution, environmentally friendly ,landfill site ,disaster with their corresponding images. Set a time limit of 3 min. SS work in pairs. Check answers as a whole class. Ask Ss to match the words with their synonyms and opposites. Set a time limit of 5-6 min. Ss work individually. Ask SS to compare their answers in pairs before checking it as a whole class. Ask SS to fill in the gaps using the words provided. Set a time limit of 3-4 min. SS work individually. Ask SS to compare their answers in pairs before checking it as a whole class.

While-Reading (5-8 minutes) • To provide students with less challenging gist reading task.

Ask students to quickly skim text and write the answer to the following question in one sentence. What is the main idea of the text? Set a time limit of 5 min. Students compare their answers in pairs before having a whole class feedback.

While-Reading #2 (10-12 minutes) • To provide students with more challenging detailed reading task.

Ask students to read the text again and to choose whether each of the sentences given is true or false? Set a time limit seven min. Have students compare their answers in pairs before getting a whole class feedback. Ask for the justification of some answers.

While-Reading #3 (5-8 minutes) • To provide students with more challenging detailed reading task.

Ask students to look back at the test again and answer the question on page 6 in full sentences. Set a time limit of 5 min. Ask students to compare their answers in pairs before having a whole feedback.

Language Focus (10-12 minutes) • To review and practice the target language (subject-verb agreement)

Write a sentence with an error on the board and elicit correction from the learners. Underline the error , elicit the explanation and rewrite the correct version of the sentence. Ask students to look at the sentence given indicate that they will find an error related to subject verb agreement in each sentence given. Ask students to compare their answers in pairs before getting a whole class feedback.

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

Pair up the students and have them discuss their answers to the questions on page number 6. Set a time limit of 3 min. Monitor and give support if need be. Then, have them write their answers with one or two sentences. Have a whole class feedback. Ask students to write their viewpoints on given sentences on page 8. Let them work individually. Set a time limit of 5 min. Monitor and give support if need be. Have SS compare their answers with a partner before getting a whole class feedback.

Feedback/Error Correction (5-7 minutes) • To let the SS reflect and to aware them of the mistakes they made

Write some common errors made during the post-reading stage. Elicit corrections. Ask SS to write three things they learned during the lesson.

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