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Materials

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Main Aims

  • To provide detailed and scan reading practice in the context of Discrimination against Disability.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in the context of Discrimination against Disability.
  • To provide review and practice of vocabulary in the context of Discrimination against Disability.

Procedure

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

Ask students to discuss the questions given on the page 42 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 : Able -bodied , Negotiate , Obstacle ,Appliance , Disability , Escalator ,Provision , Ramp with their corresponding images. Set a time limit of 5 min. SS work in pairs. Check answers as a whole class. Ask students to match the words with their synonyms and opposites. Set a time limit of 5-6 min. SS work individually. Ask students 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 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 min. Have students compare their answers in pairs before getting a whole class feedback. Ask for the justification of some answers.

While-Reading#3. (6-9 minutes) • To provide students with more challenging detailed reading task.

Ask SS to read the text again and write out of each of your answers in one or two sentences to the questions below. 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.

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 question on the page 49 individually. Set a limit of 5 min. Monitor and give support if need be. Have them work in pairs and discuss their answers. Have a whole class feedback.

Language Focus. (10-12 minutes) • To review and practice the target language (you will find that the pronoun has not been used correctly)

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.

Follow -up. (10-12 minutes) • To have learners practice the language and personalize the topic.

The students work individually and complete the sentences below by giving their views on the page 49.Set a limit of 5 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 4 things they have learned during the lesson

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