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Reading about dating
Intermediate level

Description

In this lesson, students will discuss their opinion about dating and share their experience in pairs and with the whole class. They will read a text about twenty-first century dating, doing prediction, gist and specific reading tasks. They will follow this up with a listening, and then vocabulary to set up the speaking task.

Materials

Abc Students' book vocabulary cards
Abc students Book reading handout
Abc student's book CD track
Abc Student's Book cards

Main Aims

  • to read for gist and detail in the context of dating; to listen for detail.

Subsidiary Aims

  • to review and practise vocabulary related to relationships

Procedure

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

The teacher sets the lead-in by using speaking 1; Ss will be handed a handout about 'firsts' in the box. The teacher makes sure everyone understands them. Start them off by telling them about your own most memorable 'first'. Then ask the students to choose three of the 'firsts' from the box or they can add any new idea if they wish, teacher will draw a circle on the board and write one of the firsts inside it, then sticks pictures around the circle with wh questions in order to help students during discussion. Encourage the students to report back to the class on what they learnt about their partner.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

T will show pictures related to 'Love' for example a red heart, and elicit the connection. Tell them to brainstorm all the vocabulary they know related to the word 'Love' in a group of three. After that the teacher will elicit the word 'dating' from the students and introduce the reading's topic which is about " 21st century dating today". T elicit some guesses about what the reading might talk about in pairs then share their ideas with the whole class.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T will focus the Ss attention on the photos and ask them to describe and comment on them them very quickly. Then T will let the Ss read the text silently after they finish reading they have to report the general idea of the text in pairs. T ask the Ss to find the difference between both relationships and choose the one they liked most and provide reasons 'why?' T will very quickly encourage whole class discussion.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T will draw two hearts on the board and write the couples' names inside them, then Ss will be handed cards with sentences from the text and they should complete the sentences with the correct name from the text in groups of three. After the Ss finish the task, one volunteer from each group has to stick one card under the correct heart. T will ask the Ss in pairs to guess what will happen to Ruth and Clare after one year about their relationship they should answer the following questions "did their relationship work out, if yes why? and if no why?". Ss will listen to an audio to find out the real answer to the question. T allows the Ss to take notes if they want. Ss after listening can report the right answer in pairs and then with the whole class.

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

T will stick pictures which represent a set of vocabulary items on the white board. First Ss will be asked in pairs to guess words which can be related to the pictures and which they have already read in the text. If Ss can guess all the words that would be good if they can not, the T will provide them in a list and the Ss have to label them with the appropriate picture. T will ask the Ss to talk in pairs about the ideal relationship in their opinion.

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