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TP 2: HOW FAST FOOD BEGAN
Pre-intermediate level

Description

In this lesson students practice reading for skimming, scanning and reading for detail in the context of a biography about the founder of KFC. The lesson starts with a warmer about fast food. The teacher elicits some words related to fastfood by using pictures. This is followed by a short discussion. The teacher asks sts if they know anything about KFC, Harland Sanders. First, students skim the text and decide what it is about. Secondly, they scan the text and put the events in order. Then, they read for detail to answer the comprehension questions. The teacher also exposes sts to past simple positive and and negative by focusing on some sentences in the text. For a post-reading activity, sts discuss good and bad things about fast food in groups. If time allows, they create a healthy and unhealthy food list.

Materials

Abc Google images
Abc Read and asnwer
Abc Redston and Cunningham (2005) Face2Face Pre-Intermediate, CUP
Abc Teacher made

Main Aims

  • To provide gist, scan and detailed reading practice using a text about fastfood

Subsidiary Aims

  • To provide exposure of the past simple positive and negative.

Procedure

Lead-in (3-4 minutes) • To activate schemata and engage the ss.

The lesson starts with a warmer about fast food. The teacher elicits some words related to fastfood by using pictures of fastfood companies.The teacher asks about their favourite fastfood restaurant. Then, sts try to guess what KFC stands for and who the man in the picture of KFC logo is.

Pre- Reading (6-8 minutes) • To prepare ss for the reading and pre-teach the necessary vocab.

Put the pre-reading pictures on the board. Elicit, concept check, drill and write the words on the board highlighting the stress. Then, they work in groups to discuss some questions about fastfood. Sts share interesting anwers with WC. CCQS "Do yo tell your secrets to everyone?" "Do you tell your secrets to one or two people?"

While-Reading #1 (2-3 minutes) • To provide ss with less challenging skimming activity and prepare them for the scanning activity.

Sts read the text quickly and decide which of the statements is correct. ICQ " Are you going to read in 5 minutes?" " Are you going to read fast?"

While-Reading #2 (5-7 minutes) • To provide sts with a little more challenging task.

The ss are regrouped and scan the text to put the events in order. First, they read the text on their own, then they compare their answers with their group mates. The teacher demonstartes how to do the activity by doing the first one. ICQ "Are you going to put them in order as 1, 2, 3...?"

While-Reading #3 (6-7 minutes) • To provide sts with a more detailed task.for comprehension

Sts read the text and the questions. They compare their answers with a partner.

Grammar (2-3 minutes) • to activate previous knowledge of the ss

In pairs sts look at some sentences from the text and answer the questions about the past simple. The teacher gives another example to check for understanding asking CCQS. "I lived in Boston in 2010." "Am I in Boston now?" (No) "When did I live in Boston?" (In the past, 2010)

Grammar #1 (3-4 minutes) • to discover the simple past negative

In pairs sts read a sentence and try to identfy the mistake and explain the reason. Later, the teacher writes an example on WB and explain the reason if she believes sts are confused. CCQ. " Do we need another past verb in negatives sentences?"

Grammar #2 (3-4 minutes) • To get the ss to figure out the simple past negative rule

In pairs sts read the sentences about the article and make the sentences true by using the past simple negative. The teacher demonstrates the activity by doing the first sentence. ICQ. " Did he become a service station manager in 1940?"

Post- Reading (3-5 minutes) • To provide with an opportunity to respond to the text and expand on what they have learnt.

Sts discuss good and bad things about fastfood. If time allows sts create a healthy and unhealthy food list.

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