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Materials

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Main Aims

  • To provide scan and detailed reading practice in the context of The Dangers of Passive Smoking.

Subsidiary Aims

  • To provide fluency and accuracy speaking in the context of The Dangers of Passive Smoking.
  • To provide review and practice of vocabulary in the context of The Dangers of Passive Smoking.

Procedure

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

Ask students to discuss the questions given on the page 99 with a person sitting next to them. Give them 5 min to discuss the question. Monitor and give some hints if need be.

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

Ask them to match the following word: Aftermath , Addiction , Antisocial , Ash , Cancer , Chain -smoke , Inhale Nicotine patch with their corresponding images or definitions. 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 them 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 the 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 (15-20 minutes) • To provide students with more challenging detailed reading tasks.

Ask student 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. Ask SS to read the text again and circle the most suitable answer from the three 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.

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 105 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 relative 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 indicated that they will find an error related to exact pronoun 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.

Students complete the sentences below by giving their views. set a limit time of 5 min and monitor and give support if need be. After they finish ,have them discuss their answers with a partner. Get a whole class feedback.

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