deniz deniz

Beginner level


In this lesson students will put their reading skills into the practice within the context of jobs based on its connection to the internet use and the internet itself: how working people benefit from it. In the begining of the lesson, ss will make predictions and generate some ideas about the context of the lesson. This stage will be followed by other stages which include different reading activites and lexis exercises. By the end of the lesson ss's will find an opportunity to have a practice in reading sub-skills and to have a freer speaking activity.


Main Aims

  • To enable ss to activate in reading practice through a context based on jobs and its relation the usage of the internet

Subsidiary Aims

  • To provide ss to review somme common verb-noun collactions through a controlled practice.


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

T will hang the pictures of ,Marcus, Laura, Oliver and Jenni (the people) that ss were introduced in the previous lesson. T will ask ss questions about these people's job such as: what is her job/his job? Then, T will establish a connection between the job and their internet use according to their job. T will ask questions such as Does he/she use internet for his/her work? if so, which sites do they use? and elicits answer from ss.

Pre-Reading/Listening (5-7 minutes) • To prepare students for the text

T will pre-teach the vocabulary that ss may not be familiar with. At this stage, T will enable ss to make some predicions and generate some ideas about the context of the reading text. Ss will work in pairs.

While-Reading/Listening #1 (5-7 minutes) • To provide students a gist task

T will give a folded hand out to ss which includes some questions about the reading text such as: When did internet start? Why did it start?. T will allow ss to read the questions and then T will ask ss to read the text individually and she will give some ICQs such as "Will you read the text alone or in pairs?" . Then ss will answer the questions individually, following that they will check the answers with their partners. Then, T will give feedback with the incorporation of ss.

While-Reading/Listening #2 (5-7 minutes) • To provide ss to have a reading task for specific information

T will tell ss to open paper. The second part of the hand out contains some true false questions about the text as: The internet started in 1970 . The telephone companies started it. The ss will read the text again and answer the questions alone. Then, they will make peer check. Ss will answer the questions on the board. Then T will give the feedback to class with the incorporation of the ss.

Lexis (5-7 minutes) • To raise awareness of the usage of collocations related the internet use

T will hang some collocations which happen to be found in the text. T will elicit their meanings from the ss through images and underline their form simply. Then T will give ss a hand out which contains a matching exercise about collocations and then T will give time to ss to do it in pairs. Then ss answer it on the board. T will give feedback to class with the incorporation of the ss.

Post Reading Controlled Parctice (5-7 minutes) • To give ss an opportunity to have a controlled practice

T will give ss a hand out which includes a fill in the blanks exercise in order to consolidate the comprehension of the text. First, ss will do alonethen they check it in pairs. Then they will answer the questions on the board. Then T will give feedback with the participation of the whole class.

Post-Reading (3-5 minutes) • To provide a freer speaking activity to respond to the text and expand on what they've learned

T will ask ss to talk about what they can do on the internet by using the collocations that they have just learnt. First, students will talk about it in pairs. Then, T will divide class into groups. Then a ss from each group will make an interview with the other group. Finally, a ss from each team will talk about the internet use of the other other group.T will monitor and take notes. Then T will indicate the oral errors done by students and give the feedback about them.

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