Ahmed Adel Ahmed Adel

KET Unit 5A
Intermediate level

Description

In this lesson, students will practise reading for main ideas and details in the context of language and communication, in addition to using countable and uncountable nouns and articles.

Materials

Abc White Board
Abc Smart Board

Main Aims

  • To provide scan and detailed reading practice using a text about language change in the context of language and communication

Subsidiary Aims

  • To provide clarification and practice of countable and uncountable nouns and articles in the context of l
  • To provide detailed and inference listening practice using a video about codes in the context of language and communication

Procedure

Lead-in (5-7 minutes) • To set lesson context and engage students

Welcome SS and take the attendance. Group SS into four different groups. Ask each group to get a smartphone that has access to the internet. Yes! We will use it, because last unit was about "Technology" so we need to apply this! Ask SS to give their team a "Nickname". Show the Game PIN on the screen and ask them to join the game. SS write their nicknames in each team. ICQs: Will each team use many phones or just one? Just one Will you answer in groups or individually? In groups Who will be the winner: the slowest or the quickest to answer? The quickest Wait for all of them to join. Monitor and make sure each team uses one phone only. Play the game.

Watch and Listen (14-15 minutes) • To engage SS more through an interesting video

Ask SS to match the words to their definitions (Ex. 1 P. 88). Give them 3 minutes. SS check in pairs then display the answer on the screen. Ask SS to read the definition of the word "code" in Ex. 2 and guess what the video will be about. Drill the word "code" (1 minute). Let SS read the questions in Ex. 4 before playing the video. Give clear instructions: You will watch the video and number the ideas in the order you hear them. ICQs: Will you write any words? No Will you write numbers? Yes Play the video and monitor while they are watching. SS check in pairs then the answers are displayed on the screen. Ask SS to answer the questions in Ex.5 before watching the video for the second time (3 minutes). Play the video. SS check in pairs then from the answers on the screen. Give SS 2 minutes to try to order the sentences explaining how Romans used water for codes. Play the video at 0.53 for them to check and order while watching. Monitor. ICQs: Are these sentences in the correct order? No Will you order them while watching or after watching? While watching SS check in pairs then the answers are displayed on the screen. Let SS discuss in pairs the questions in Ex. 9 (3 minutes). Play music while they are discussing. Give open-class feedback on content.

Pre-Reading (5-6 minutes) • To pre-teach the new vocabulary before reading so as not to block their understanding

Ask SS to match the words to their definitions (Ex. 1, P. 93) (2 minutes). SS check in pairs then see the answers on the screen. Drill the words: reason, describe, become, natural, control (2 minutes) Ask SS to read the title of the article from the screen. SS discuss in pairs the questions in Ex.2 & 3 (1 minute)

While-Reading (13-14 minutes) • To provide students with more challenging main ideas, detailed and inference reading tasks

Ask SS to underline the topic sentence of each paragraph on page 94 (1 minute). ICQs: Does the topic sentence come at the beginning or the end of a paragraph? The beginning Ask SS to choose the paragraph that has the information mentioned in Ex. 5, P. 93 (2 minutes). ICQs: Will you read slowly or quickly? Quickly How many minutes do you have? 2 minutes SS check in pairs before seeing the answers on the screen. Ask SS to read the article again for detail, to answer the True or False question (4 minutes). ICQs: Will you read slowly or quickly? slowly Will you read the text first or the questions first? The questions How many minutes do you have? 4 minutes SS check in pairs before seeing the answers on the screen. Show SS paragraph A and refer to the words in italics: email, mobile, etc. Ask them: Are they English words? Yes Are they new words or old ones? New Tell them to put them in the first column of the table on P. 94 (Ex. 8). Ask them to complete the table using the words in italics only. ICQs: Will you put any words or the words in italics only? Italics only How many minutes do you have? 4 minutes. SS check in pairs before seeing the answers on the screen. Ask SS to look at paragraph C and answer the questions in Ex. 9 (2 minutes). ICQs: Will you write anything? No Will you write words or letters? Letters Will you work alone or in pairs? In pairs Monitor then display the answers.

Post-Reading (4-5 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learnt

SS work in groups to discuss the questions in Ex. 11, P. 95 (3 minutes). ICQs: Will you write anything? No Will you work in pairs or as a group? As a group Play music. Give feedback on content.

Language Development (5-7 minutes) • To provide practice of countable and uncountable nouns in addition to articles

Show SS a marker and ask: What's this? A marker. Show them two. And now? Two markers. Show them a bottle of water and ask: What's inside? Water. Can we say two waters? No Divide SS into 2 teams and ask each team to stick the words under the correct category on the board/wall. ICQs: Will you write anything? No How is the winner: the quickest or the slowest? Quickest. Play music and monitor. When they finish, exchange groups to check on each other. Ask SS: Can we say "a sign"? Yes. Can we say "a water"? No. Can we say "a example"? No. Elicit the rules for articles from SS on the white board. Ask SS to answer Ex. 2, P. 97 (2 minutes). SS check in pairs before seeing the answers on the screen.

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