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Materials

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Main Aims

  • To provide detailed and scan reading practice in the context of Parental Aspirations.

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in the context of Parental Aspirations.
  • To provide review and practice of vocabulary in the context of Parental Aspirations.

Procedure

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

Ask students to discuss the questions given on the page 33 with a person sitting next to them. Give them 5 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 match the following words: Entrepreneur , Offspring , Ambition , Generation gap , Commercial ,Profession. with their corresponding images. Set a time limit of 5 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.

While-Reading#1 (5-8 minutes) • To provide students with less challenging gist reading tasks.

Ask students to quickly choose 4 out of the 8 words below and make a simple sentence with each of the 4 words you picked. Important ,Artist , Employment , Parents ,Interested ,Possible ,Ideas , Difficult.

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 min. Have students compare their answers in pairs before getting a whole class feedback. Ask for the justification of some answers.

While-Reading#3 (10-15 minutes) • To provide students with more challenging detailed reading task.

Ask students to read the text again and answer these questions in full sentences. Set a limit of 4-5 min. For example :In the modern world ,what do many parents want for their children? Ask students first to discuss your answers to the questions below with your partner. Then write out of each of your answers in one or two sentences. For example : Do you think that educational qualifications are important? Give your reasons.

Post-Reading. (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Have SS think and write answers to the questions on page 41 individually. Set a limit of 5 min. Monitor and give support if need be.

Language Focus. (10-12 minutes) • To review and practice the target language (you will find that the adjective has not been used correctly. Underline the error and rewrite the sentence by using the correct adjective.r

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 error related to exact adjective in each sentence given. Ask students to compare their answers in pairs before getting whole class feedback.

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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