Antonija Antonija

Happiness is ...
Elementary level

Materials

Abc Course book copies
Abc Pictures
Abc Overhead projector
Abc Self-made sheet
Abc White board

Main Aims

  • To provide gist and scan reading practice using a text about Happiness in the context of free time activities that make us feel happy

Subsidiary Aims

  • To provide clarification and practice of subject and object pronouns in the context of free time activities

Procedure

Lead-in (3-4 minutes) • To set lesson context and engage students

T asks sts how they feel; do they feel happy; if so why; Does taking an English course make them happy... T says what makes her happy and trys to elicit more examples of free time activities that make sts happy... T writes these examples on the WB. eg. taking an English course, travelling, listening to jazz music...

Pre-Reading (5-6 minutes) • To prepare students for the text and make it accessible, to activate sts' background knowledge and pre-teach vocabulary

T shows the four pictures from the text to the class. T asks sts what the pictures show. A fishing, catching fish B dancing, doing a dance course C playing the drums D taking photos Do you think they feel happy? What other activites make people feel happy? ex. playing the guitar, piano, watching TV, reading newspapers (bad news?), going to parties... T asks sts what kind of word is happy? T elicits the noun happiness (opposite - sad, sadness)

While-Reading #1 (4-5 minutes) • To provide students with less challenging gist reading task

T shows sts the handout and gives instructions for the exercice 1. Sts will read the web postings about happiness and match the postings - comments with the pictures. Sts will manage to do this task although some phrases are taken out of the text (see While-Reading #2) T asks CCQs - What are you going to do? T distributes HO and sets time limit of 2 minutes T checks the answers with WC.

While-Reading #2 (8-10 minutes) • To provide students with more challenging gist reading task

T presents eight phrases taken out of the text (one from each posting) on the WB. Students skim the whole text and the left out phrases to try and find the connections and match them. By quickly reading each paragraph, students should be able to decide which sentence matches to which paragraph. They work in pairs. T demonstrates by doing the first one herself. T sets time limit of three minutes and asks CCQs. In feedback, T gives one full text copy of the text to each group. Sts check their answers in groups.

While-Reading #3 (4-6 minutes) • To provide students with reading for specific information task

T asks sts to do ex. 2. Sts will scan the text and underline three things they like. Then they compare the answers in groups. T demonstrates by doing the first one herself. (I like talking to my friends over a coffee... what about you?) T asks CCQs (are you going to copy 6 things you like?) and sets time limit of 2 minutes.

Post-Reading # 1 (6-8 minutes) • To provide clarification and practice of subject and object pronouns in the context of free time activitie

T writes a sentence on the WB using sts' names eg. Musa likes talking to Elif. T elicits subject and object pronouns that can replace first names Musa and Elif. He likes talking to her. Pronouns - words which replace nouns. T elicits the difference between the object and subject pronoun. T gives another example. I like my students - I like them. T asks sts to scan the text again and circle all the pronouns they find and say whether they are object or subject pronouns. They work in pairs. T asks CCQ (Are you going to circle the adjectives?) T sets time limit of one minute. T draws the S and O pronouns table on the WB. T elicits answers to complete the table.

Post-Reading # 2 (5-6 minutes) • To provide practice of subject and object pronouns

T gives instructions for the S nad O pronouns exercice. S need to circle the correct word and decide if it's subject or object pronoun. T demonstrates by doing the first one and sets time limit of 3 minutes. Sts work in pairs. Sts check the questions in groups.

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