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Materials

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Main Aims

  • To provide scan and detailed reading practice using a text about Donor Shortage.

Subsidiary Aims

  • To provide review and practice of present and past perfect tense in the context of Donor Shortage.
  • To provide fluency and accuracy in the context of Donor Shortage by exchanging viewpoint.
  • To provide practice and clarification of Donor Shortage in the context of organ donation

Procedure

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

Ask students to discuss the questions given on the page 107 with a person sitting next to them. Give them 6-7 min 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: transplant , donate , liver , lung , distraught , tissue , donor card , outnumber 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.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 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#1 (5-8 minutes) • To provide students with less challenging gist reading tasks.

Ask student 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. Student 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 tasks.

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 113 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 (you will find that the present or past perfect tense of the verb 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 version of the sentence. Ask students to look at the sentence given indicate that they will find an error related to present or past perfect 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 115. 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 120. 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 students reflect and to make them aware of the mistakes they made.

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

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