Melis Vartanyan Melis Vartanyan

TP4- The Millionaire with a secret
Intermediate, mixed age group level

Description

In this lesson the student will learn about some phrases related with money by eliciting it through a reading text.While working on gist and detailed reading stages, they will also practice their communicative skills as much as possible with the controlled and freer activities at the end of the lesson.

Materials

Main Aims

  • To have the students speak about their personal life and experiences through a context integrated with a reading text about "The millionaire with a secret" in the context of money.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of money
  • To provide clarification, review and practice of phrases in the context of money

Procedure

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

I will show the power point to get their attention on the context. The power point will show uncle of Donald Duck who is a millionaire and jumps to the golden pool and I will tell the secret of him that he can not swim. I will try to set the context for the reading text related with Jeff Pearce by showing his picture and asking what they might have in common and encourage students to read the text for the following stage to elicit his secret from the students. In this stage I will ask them to think about one person who they know personally or have heard that they are very rich. I will show in the power point a golden mask surrounded by some questions that they are going to talk about it with their pairs. - Tell them to think about a person who is rich whether they know him/ her personally or you have heard about him/ her. - Tell them that they will work in pairs and will tell each other about the person that they thought about.- They have 2 mins - Ask nominated students to come up with her/ his pair's rich person. Who is he? Did he earn his money or was it inherit? How did he win? Were they lucky or they worked a lot?

Pre-Reading/Listening (8-9 minutes) • To prepare students for the text and make it accessible

- Divide the reading text in to 3 and give each student different parts ( A-B-C) - Ask them to read and put the story in order. - ICQ: Are we reading the same pages? No - Are we going to put them in order? Yes - Set the time for 3 mins - Get the feedback from nominated student. - Ask the class if they agree or not. - Then ask them to read whole text and discuss below questions ( projected on the board) 1- How did he become so rich? 2- Why is his success surprising? 3- How did he make his daughter proud of him? - Feedback from nominated students. - Show the answers on the board in the same page.

While-Reading/Listening #1 (9-11 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Tell them that, they will read the article again and number the events in the order in which they happened. - They will work in groups of 2. - Show the H.O. for ex c, and tell them that they will order the sentences. - Set the time for 3 mins. - Ask nominated students to give the answer of the second sentence and then tell him/ her to choose another student to give the next answer. - Ask them if they agree or not - Show the answers on the board. - Ask nominated students to answer " What do you think you can learn from Jeff's story? 2 different person. ( ex d)

While-Reading/Listening #2 (7-9 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Tell them that they are going to have a handout with the meanings of highlighted words. - Show the paper and them to match the highlighted words with their meaning. - They will work in pairs. - Set the time for 4 mins. - CCQ: Are you going to read the text again? No Are you going to find the meanings? Yes -Ask nominated student and then ask whole class if they agree or not.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Tell them that, they will complete the questions with one of the highlighted words and phrases. - Show the H.O. to them - Tell them that they will ask and answer the questions with a partner. CCQ: Are we going to fill the blanks with the highlighted words / phrases from the text? Yes Are we working individually? No- with pairs - Set the time for 4 mins. - Then get the answers from the nominated students about their pairs. - Project the answers on the board.

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