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Materials

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Main Aims

  • To provide scan and detailed reading practice in the context of The Benefits of Chocolate.

Subsidiary Aims

  • To provide practice and clarification vocabulary practice in the context of The Benefits of Chocolate.
  • To provide accuracy and fluency speaking practice in the context of The Benefits of Chocolate.
  • To provide review and practice of future progressive in the context of The Benefits of Chocolate.

Procedure

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

Ask students to discuss the questions given on the page 116 with a person sitting next to them. Give them 6-7 minutes to discuss the question. Monitor and give some hints if need be. Get a whole class feedback.

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

Ask ss to match the following words: biochemical , confectionery , flavonoid , overindulge , stroke , have a sweet tooth , nutritionist with their corresponding images or definitions. 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 as a whole class. Ask ss to circle the answer that has the correct meaning of the word in italics. 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 (15-20 minutes) • To provide students with less challenging gist reading tasks.

Ask students to quickly skim text and choose the correct answer to the following question. Set a time limit of 5 min. Students compare their answers in pairs before having a whole class feedback. Ask ss to read the text again and answer these questions in full sentences. Set a time limit of 7 min. Have students compare their answers in pairs before getting a whole class feedback. Ask for the justification of some answers.

While-Reading#2 (5-8 minutes) • To provide students with more challenging detailed, reading task.

Ask SS to look back at the text again and with your partner, first discuss your answers to the questions below. Then write out each of your answer in 1 or 2 sentences. Set a time limit of 5 min.

Language Focus. (10-12 minutes) • To review and practice the target language (you fill find that the progressive aspect 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 ss to look at the sentence given indicate that they will find an error related to future progressive in each sentence given. Ask student 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.

You are free to decide for yourself whether you agree or disagree with each of the statements below. Write each of your answers in one sentence that begins with either 'i agree because.... or 'i disagree because....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 (5-8 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 3/4 things they have learned during the lesson.

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