New lesson plan: Are they really good and bad?(Reading)

Mahsa

Are they really good and bad?(Reading) - imtermidiate level

Are they really good and bad?(Reading)
imtermidiate level

Description

In this part,we will cover the reading in the lesson 5C.They will expand their health-related and medical vocabulary and become familiar with quantifiers such as much, many, a lot of, too, and enough through the reading text.

Materials

Main Aims

To provide gist and scan reading practice using a text about advantages and disadvantages of different drinks in the context of health

Subsidiary Aims

To provide practice of health related and medical vocabulary in the context of drinks and health

Procedure (35-47 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will begin by asking students to talk about Part A on page 42. I will put them into pairs to discuss their answers. Finally, I will invite them to share their ideas with the whole class.

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

To pre-teach key vocabulary (e.g. reduce, arthritis, cancer, and heart attack),I will elicit the meanings of the words through pictures, gestures, mime, and simple definitions rather than giving direct translations. Students will try to guess the meanings from the clues I provide.Arthritis "Imagine your grandmother has pain in her knees and fingers.It is aknd of disease.Cancer:It's a serious disease. Some cells in the body grow in an uncontrolled way. Many people know someone who had this disease. What is it?Heart attack"Imagine a person suddenly feels severe pain in their chest, falls down, and needs emergency help. What happened to them?"If I have 10 kilos of sugar and now I have 5 kilos, did the amount increase(make something more)or decrease(make something less)? Decrease is the synonym of reduce . If they do not know them, I will ask them to guess their meanings from the context and example sentences. Then, I will ask students to explain the words in English to check their understanding. After that, students will complete a gap-filling task to further check their understanding of the target vocabulary. Since the book does not provide a suitable activity for this stage, I will create one myself.

While-Reading/Listening #1 (4-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

We will cover Part B. I will ask students to do it individually by reading the text quickly and then check their answers in pairs. Then, we will move on to Part C. We will listen and repeat the words.

While-Reading/Listening #2 (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will give my students, 30 seconds to read Part D individually. Then, they will compare their answers in pairs and justify their choices. Finally, we will check the answers together as a whole class.

Post-Reading/Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will ask students, "Do you agree with the article?" and "Have you read or heard anything recently that contradicts the information in the article?" If they do not know the meaning of "contradicts," I will explain it to them. Then, I will put students into pairs and ask them to discuss the questions. While they are speaking, I will monitor and take notes of common mistakes. After the discussion, I will provide delayed correction by writing some of the corrected versions on the board and draw students attention to the correct forms.