Reading and vocabulary "Secrets"
To provide gist and scan reading practice using an article about the secrets of magic tricks in the context of magic and secrets
To provide fluency speaking practice in a pair work and group work in the context of magic and secrets
To provide clarification and practice of vocabulary in the context of magic and secrets
Procedure (34-45 minutes)
The students will watch a short video clip about performing magic tricks. The teacher will ask them questions: What's this man doing? Does he have any magic power? How do you think he did it? Have you ever tried to do such things? The students express different ideas about the topic. To introduce some vocabulary the teacher elicits the word magician, a trick and illusion. This will be also a part of introduction to the topic.
The teacher divides the students in two groups. The teacher gives the students handouts with a short text. This text is cut into two parts. One group of students gets one half of a text on pink paper, the other group - the second part of the text on yellow paper. They have to replace the highlighted words in the text with the synonyms that are written above the text on the handout. They do it individually. Then check in pairs in their groups. After that they have to find a partner from another group, match two halves of the text and explain each other the new words that they replaced. Feedback - the teacher asks them which new words they found, writes them on the WB, checks the meaning of these words, highlights phonemes, stress and drills pronunciation.
The teacher gives the students handouts with the magazine article about how the secrets of magic tricks are being revealed. Then writes the gist question on the WB: the secret is really out of the bag: a) some has given a secret away (lines-10-11); b) someone has a new secret. The students have to skim the text for 2 min and choose the best explanation for the written phrase. Feedback. CCQ if needed. Then the teacher tells the students to read the text again and to answer true or false questions and gives them handouts. The students do it individually, then check in their groups. feedback - the teacher asks randomly the students from different groups the answer to the questions.
The teacher gives the students handouts with definitions of the words from the text. They work individually matching the words to the definitions. Then they check the words in pairs. Feedback - the teacher writes the answers on the WB.
The students work in groups. They have to make up a short story about a magic show they visited, using new vocabulary. Feedback - each group presents their stories.