To provide gist, detailed and scan reading practice using a text about parents' problem with their teenagers in the context of communication
To provide fluency speaking practice in a discussion in the context of teenagers' communication
To provide clarification of some words and phrases in the context of teenagers' communication
Procedure (40-48 minutes)
1. Teacher shows a picture of some teenagers and parents and asks students what they think this is about to elicit the topic of the lesson which is parents' problems with their teenagers. 2. Students get some questions. 3. students work in small groups discuss the questions. 4.Teacher monitors and helps as necessary. 5. Students share their discussion results with the class.
students look at the title of the text and the picture and try to guess what the text is about.
1. Students work by themselves. 2. students read to get the main problem mentioned in the text. 3. students check their answers with their partners. 4. class check
1. students read the text again. 2. students work individually. 3. students read a set of sentences and decide if it is true or false based on what they read in the text. 4. students check their answers with a partner. 5. Teacher nominates students to answer, the class checks.
1. Students work in pairs. 2. students have a list of definitions and the paragraph number of the desired word. 3. students search through the text to find the special vocabularies and phrases. 4. class check. ( or if there is enough time, students can come to the board and write them on the board.)
1.Students get a paragraph with some missing words. 2. Students work in small groups trying to complete the summary of the text. 3. Teacher monitors and helps as necessary. 4. Teacher asks different groups to read their summaries.
1. Students work in small groups. 2. Students get a list of two questions. 3. Students discuss the questions in their group. 4. Teacher monitors and provide help as necessary and notes the good language or probable errors students have. 5. Teacher asks different groups to report the result of the discussions to the class.
1. Teacher writes examples of good language which students produced and language which needs further work on the board. 2. Pairs discuss the language, discussing how to correct or reformulate the language which needs more work. 3. Teacher praises students for the good language and elicits corrections and reformulations for the rest.