Özlem Yılmaz Özlem Yılmaz

TP7
A2-B1 level

Description

In this lesson,Ss develop their reading for gist and specific information; listening for specific information based on the true story of a couple whose promise to love each other was only kept after a chain of strange circumstances. The lesson starts with a pair discussion on some speech bubbles where they finally see that they are all promises that are often broken. This is followed by a prediction task and pre-teaching vocabulary. Afterwards, Ss read the text for gist and specific information. And then, Ss listen to the rest of the story and do a detail listening task. Finally, they write an e-mail inviting their friends to the wedding. If there is time, Ss will listen to the song "Reach out I'll be there" and focus on some specific words.

Materials

Abc Song audio
Abc Listening audio
Abc Song "Reach Out, I'll be There"
Abc Coursebook

Main Aims

  • To provide specific information listening practice using a text about promises which are often not kept in the context of the true story of a couple
  • To provide gist and scan reading practice using a text about promises which are often not kept in the context of the true story of a couple

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of promises which are often not kept
  • To provide writing practice of an e-mail in the context of invitations
  • To provide clarification and practice of some vocabulary in the context of the true story of a couple

Procedure

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

-T shows some speech bubbles on the OHP. -T sets the speaking task. Is: "Look at the sentences. Talk to your partner. When do you think people say them? What do you think they all have in common?" -T elicits the answers from the WC. -WCFB

Prediction task (1-2 minutes) • To prepare students for the text and make it accessible

-T sets the prediction task. Is: "Look at the title of the newspaper article. Do you think it is another promise that people often break?" -T elicits the answers from WC.

Pre-teach vocabulary (4-6 minutes) • To unblock key lexis needed to help students understand the text

-T sets the vocabulary task. Is: "Match the words with the definitions. You can use your dictionaries." -Check in pairs. -A fast finisher writes the answers on the WB. -T asks some questions to let the srudents personalize the new vocabulary.

While-Reading #1 (3-5 minutes) • To provide students with the gist reading task

-T sets the gist task. Is: "Read the text quickly and find if the is really another promise that people often break." ICQs: "So, are you reading quickly? What do you find?" -Check in pairs. -T elicits the answers from the WC. WCFB

While-Reading #2 (6-8 minutes) • To provide students with less challenging specific information reading task

-T sets the specific information reading task. Is: "Read the questions in part 'c' first. Then, read the text again and answer the questions." ICQs: "So, are you reading the questions or the text first? (Questions.) What do you do? (Answer the questions.)" -Check in pairs. -T elicits the answers from the students. -T writes the answers on the WB.

Pre-teach vocabulary (2-4 minutes) • To unblock key lexis needed to help students understand the text

-T does vocabulary analysis for the two words (renovate, builder) from the listening text using a visual.

While-Listening #1 (6-8 minutes) • To provide an opportunity to practice "the skill of listening for specific information"

-Firstly, T asks the Ss to guess the rest of the story. Is: "What happened at the end of the story. Guess." -T elicits the answers from the WC. -T sets the gist listening task. Is: "Listen and see if your guesses are right." -T sets the specific information listening task. Is: "Now, read the questions in part 'd'. Try to answer the questions." -T monitors. -If the Ss have difficulty answering the questions, T lets Ss listen again. -Check in pairs. -T provides the answers on a hand-out.

Post-Reading/ Listening Task (12-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-T sets the tasks. Is: "Work in groups of two. Imagine that you are Carmen and Steve. Write an e-mail to your friends. Explain what happened and invite them to your wedding. You have 8 minutes." ICQs: "What are you going to write? (An e-mail.) Why are you writing an e-mail? (To explain the things and invite friends to the wedding.)" -T turns on some background music. -T mingles the pairs and they do peer-check. -Ss exchange their e-mails with the other groups. -T asks Ss to read the instructions on the WB. Is "Read the e-mail you have received and write a reply (answer). You have 4 minutes." ICQs: "What are you going to write? (A reply.) -Ss send their replies to the other group back. -T asks each group if they have any friends coming to their wedding. -T finishes the lesson. If there is time, Ss listen to the song "Reach out I'll Be There".

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