Ahmed Adel Ahmed Adel

KET Unit 4A
Intermediate level

Description

In this lesson, students will practise reading for main ideas and details in addition to using compound nouns.

Materials

Main Aims

  • To provide detailed reading practice using a text about the advantages and disadvantages of video games in the context of the internet and technology

Subsidiary Aims

  • To provide detailed listening practice using a video about social media websites in the context of the internet and technology
  • To provide practice of compound nouns in the context of the internet and technology

Procedure

Lead-in (4-5 minutes) • To set lesson context and engage students

Divide SS into 5 groups of 4 each. Let them write their top-5 websites. Give them 2 minutes. Monitor while they are discussing. Let each group say their sites. Give oral feedback on content. Ask SS to complete the personal survey on page 69. Give them 2 minutes. Monitor while they are completing the survey.

Watch and Listen (10-11 minutes) • To engage SS more through an interesting video

Ask SS to read the definition of "social media" on p. 70 and circle the words that match the definition (Ex. 1). Give them 1 minute. Drill the words: blog, magazines, social networking sites, newspapers, TV, email (1.30 minutes) CCQs: Can anyone write a blog? Yes Do we read blogs in newspapers? No Do we read blogs online? Yes SS look at the logos of social media websites and name them (Ex. 2). Give them 30 seconds. Ask SS to read the questions in exercise 5. Play the video for them to order the sentences. (2.30 minutes) ICQs: Will you write words? No Will you write numbers? Yes SS read the paragraph in exercise 6 and try to complete the summary individually before playing the video again (4 minutes). Show them the answers

Pre-teach Vocabulary (7-8 minutes) • To pre-teach the new vocabulary before reading so as not to block their understanding

Ask SS to match the words (on p. 74, exercise 1) to their definitions. Give them 2 minutes. CCQs: overweight (adj.): Is he heavy? Yes Is he fat? Yes improve (v.): Does it get better? Yes imagination (n.): Can you see someone's imagination? No Does it happen inside your mind? Yes creative (adj.): Is a musician creative? Yes Does he think of normal things? No Does he make interesting things? Yes SS check in pairs then see the answers on the screen. Ask SS to write the words from the box in the correct place in the table (p. 75). Give them 1 minute. Show them the answers.

While-Reading (8-10 minutes) • To provide students with challenging detailed and deduction reading tasks

Ask SS to read the questions in exercise 3 (p. 75) and answer them in just 1 minute. ICQs: Will read quickly or slowly? Quickly Will you read every word? No SS check in pairs then see the answers on the screen. SS read the text in detail to cross out the advantages and disadvantages that are not mentioned. ICQs: Will you read quickly or slowly? Slowly How many minutes do you have? 6 minutes. Play some music while they are reading. Monitor while they are reading. SS check in pairs before telling them the answers. Ask SS to answer the questions in exercises 5 and 6. SS check in pairs. Provide the answer.

Post-Reading (6-8 minutes) • To provide SS with an opportunity to respond to the text and expand on what they've learned

Ask SS to discuss these questions in pairs: Do you play video games? why/ why not? Do you think that video games are bad for children? Why/ why not? Give them 2 minutes to discuss them. Play music and monitor. Give open-class feedback on content. Give SS the "Find someone who" sheet and let them interview each other (3 minutes). ICQs: How many points will you search for? 5 points

Language Development (16-18 minutes) • To provide practice of compound nouns in the context of the internet and technology

Divide SS into groups of 5 again. Give them straps of paper and ask them to group each half to make one noun (3 minutes). Play music while they are doing the activity. SS check with the other groups. Give them the answer on the screen. Ask SS to read the explanation box (p. 77) and answer Exercise 1 (2 minutes). Explain "hyphen". Ask SS to match the words to their definitions (Exercise 2) (2 minutes). SS check in pairs before seeing the answers on the screen. SS use compound nouns to complete the sentences in Exercise 3 (3 minutes). SS check in pairs before seeing the answers on the screen. Write "Video games are bad for children" on the board. Ask SS: Is it a fact or an opinion? An opinion How can I make it less general? How can I show that this is MY opinion? Elicit: By adding "I think", "I believe"...etc. Ask SS to have a look at the Explanation box (p. 78) and answer Exercise 4 (2 minutes). Ask SS to write one adjective for each sentence in Exercise 5. Demo: 1. Video games are interesting. Give them 2 minutes. Monitor while they are doing it. Ask SS to rewrite the sentences to who that they are their opinions (4 minutes). Play music and monitor.

Follow-up Activity (7-8 minutes) • To give SS an opportunity to practise what they've learnt in a "safe" environment

Give SS the "Survey" handouts. Ask them to carry out the survey with their colleagues. ICQs: How many questions will you ask? 5 questions How many people will you ask? 3 people How many minutes do you have? 5 minutes Play music and monitor. When they finish, give open-class feedback on content.

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