•To improve students' detailed reading practice by using a text about attitudes to possessions in the context of "Declutter your life! "
•To provide clarification and review of multi-word verbs in the context of tidying and cleaning
•To provide fluency speaking practice in a discussion about decluttering and tdying
Procedure (39-51 minutes)
Show Ss different pictures of my rooms when I was at the university Tell Ss both pictures are demonstrating my room, 1st one 1 day before my guest which shows clutters, and 2nd one 1 hour before my guests which is very tidy ( To personalize the context and maintain Ss' interest) Put Ss in small groups discuss what they think about the pictures and the reasons, Take w/c FB.
Ask Ss to read the introduction to the article on a lifestyle website and tell them to guess what it is about. Give students HOs for matching the new vocabulary stuff, rubbish and clutter with the pictures. Tell them to find the words for given definitions in exercise 1a. Give out the article. Ss peer-check. Ask some CCQs: Do "stuff" and "thing" have similar meaning?(YES) Is our class cluttered with pictures? (NO) Is the word "rubbish" a positive word or negative? (NEGATIVE) Ss in small groups discuss if clutter is a problem in their home. Ask Ss if they can predict the meaning of " declutter". Elicit the meaning from Ss (declutter is the opposite of clutter(v,) )
Ask Ss to read the rest of article to see some potential benefits of decluttering. ( in 2 minutes) Ss check in pairs. Take WCFB
Find some photos of the commentors, show Ss photos of the characters and then put them on the WB. Give the different comments of the characters to Ss and ask them to read and put them under each photos on the WB. ( according to their instict to motivate the Ss as much as possible) Ask Ss to read the ideas and scan the article to find the people in the text and then find out who says the things in sentences 1-5. Ask some ICQs (Also guide Ss to the receptive skill): Do you need to know all words? (NO) Should you read all sentences word by word? (NO) Are you going to read from the first line to the last line? (NO) Are the ideas exactly written in the article? (NO) Do you need to understand the ideas of each person? (YES) Ss check the answers in small groups and they discuss their reasons. ( Early finishers are being asked to help their friends.) Ask each group to come to the board and reorder the ideas on the WB.
Ask ss in small groups discuss all the opinions in ex2. Take WCFB. Write "Turn the lights" on the WB and elicit that the preposition "off" is missing. Elicit what type of verb it is. ( phrasal verb/ Multi-word verb) Tell the students to fill in the gaps with the appropriate words given. Some CCQs (Concept Check meanings): If you tidy up your room, are your books still on the floor? (NO) If you do not throw away your rubbish at night, does your home smell well?(NO) Are "throw away" and " get rid of sth" opposite?(NO, they are synonym) If you give away your laptop to me, how much should I pay? (Nothing, it is free) Do "tidy up" and "clean up" have similar meaning? (YES) Focus Ss on the weak form of pronunciation of "of" in " get rid of" - Put the pronunciation on the WB. Drill some of the examples for intonation, pronunciation and fluency. Focus Ss on separable and inseparable multi-word verbs. Elicit the form. Put the phrasal verbs on the board under 2 categories. Elicit that " get rid of " is inseparable but the rest can be separable.
Ask Ss if it is easy to throw things away. Demonstrating the instructions and simultaneously brainstorming WCFB. I separate questions in speaking part into 3 parts. Give Ss different questions. Ss mingle with other Ss to collect as many ideas as they can. I monitor and help wherever is needed. Make notes of any mistakes and put them on the WB for later correction and w/c FB. Take some general FB. Put errors on WB from monitoring. Elicit corrections (if there are only a few)