Soner Yaşar Soner Yaşar

TP6
Intermediate level

Description

In this lesson, students will start off by talking about why they think people keep pets as well as discussing the advantages and disadvantages of owning a pet. They will work on a reading text that compares pets with owners. They will then have a listening task to get them familiarized with the idea of similarities between pets and their owners.

Materials

Abc http://www.thestorypedia.com/viral/7-hilarious-pictures-of-dogs-who-look-alike-their-owners/
Abc Teacher’s own material
Abc Rea, D., Clementson, T. et al (2011) English Unlimited Intermediate Coursebook, Cambridge,p.56

Main Aims

  • To provide gist and scan reading practice using a text about personalities in the context of pets and their owners

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about different types of pets in the context of owning pets

Procedure

Lead-in (3-5 minutes) • To set lesson context and engage students

Ss are shown (using projector on wb) a website (http://www.thestorypedia.com/viral/7-hilarious-pictures-of-dogs-who-look-alike-their-owners/) displaying pets and their owners to draw interest. T asks Ss if anyone has a pet or has ever had a pet. After brief discussion, Ss work in pairs to discuss why they think people keep pets, and what the advantages and disadvantages of having pets are. w/c FB - T tries to get ideas related to both advantages and disadvantages.

Pre-Reading (4-6 minutes) • To prepare students for the text and make it accessible

Ss focus on picture of man from the reading passage (the picture of his pet is covered). First, Ss are asked what kind of pet he might have, and why. w/c provides some predictions. Then, the image of his pet is revealed. Ss are asked if they look alike and how, what do they think their personalities are.

Initial Reading Task (5-7 minutes) • To provide students with less challenging gist reading task

Following the brief discussion, chest HO with T/F statements. In pairs, Ss will look at these statements and guess if they are true or false. (Ss do not unfold the HO yet). ICQs: Are we working together or alone. (together) Are we looking at the text or just guessing? (just guessing) Distribute HO to Ss. Ss work in pairs to discuss T/F statements. Then Ss can look at the text, work together and decide if they were correct or not. Ask one student (if present, preferably Sercan - as he is the time setter) to set time limit. When time is up, Ss check with partners first, and then ask one S to provide answer and reason. Then the S can nominate a different S to provide the next answer and reason until all 3 statements are covered.

Detailed Reading Task (7-9 minutes) • To provide students with more challenging detailed reading task

Chest HO for detailed task. Ss will work in pairs to find the correct answers to the questions by referring to the text. Distribute one HO to each pair. One student can set time limit. Ss work together to find the correct answers. When time is up, change the seating of some Ss so that they end up with new partners. Ss peer check. As FB, give each student (in this case 4 Ss) the answer to one question so that they can share this information with the rest of the class.

Pre-Listening task (2-3 minutes) • To prepare students for the text and make it accessible

Ss are shown the pictures of five pets through projector on wb. T elicits their names from Ss and asks if anyone has/had one of these as a pet. Ss work in pairs and talk about what kind of "personality" these pets might have. w/c FB

Listening Task (6-8 minutes) • To provide the students with less challenging specific information listening task

Ss will listen to track 2.14 and try to match the speakers with the 5 pets that were shown to them. Ss listen to speakers and after first listening Ss peer check, share information in pairs. Monitor unobtrusively as Ss discuss. After brief discussion, ask Ss which ones they were able to identify. If answers are unclear and mixed, play listening once more.

Post-Reading/Listening (4-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask Ss which pet/animal would best suit their personalities and why. Ss work in pairs to share their ideas. Monitor for good use of language. T shares notes of good expressions with Ss on wb. T praises good work!

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