Layig Layig

Materials

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Main Aims

  • To provide detailed and scan reading practice in the context of Growing Old

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in the context of Growing Old.
  • To provide review and practice of vocabulary in the context of Growing Old.

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 min to discuss the question. Monitor and give some hints if need be.

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

Ask SS to to match the following words: dementia , facelift , grey power , grey power , faculty , nursing home , retirement , wrinkle , senior citizen , residential home 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 circle the most suitable answer from the four possible answers provided. Set a limit of 3-4 min. SS work individually. Ask them 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 tasks.

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 7 minutes. 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 text again and discuss your answers with your partner to the question below. Then write out each of your answers in one or two sentences on the page 30.Set a time limit of 5 min.

Language Focus. (10-12 minutes) • To review and practice the target language (by using the appropriate past , present, or future tense form of the verb)

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 tense form of the sentence. Ask students to look at the sentences given indicate that they will find an error related to exact tense form in each sentence given. Ask students to compare their answers in pairs before getting 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.

The students work individually to decide for themselves whether they agree or disagree with each of the statement below. To write each answers in one sentence that begins with either 'I agree because......or 'I disagree because.....Set a time limit of 3 minutes and monitor and give support if need be.

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

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

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