Seda Seda

TP7
Intermediate level

Description

In this lesson, the students are going to read a text for gist, detail and deduction. For pre-reading some new words in the text are going to be clarified. At the end of the lesson, the students are going to expand what they've learnt with a free speaking activity.

Materials

Odmqiqbsrx6k2k2o2gto ho4 HO4
Avppk9ewqytwcp026wdw ho3 HO3
Abc HO2
Hltcse5fruehoe8l2unt ho1 HO1

Main Aims

  • To provide gist, detailed and deduction reading practice using a text about partners, friends in the context of relationships

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of relationships
  • To provide clarification and review the words in the context of relationships

Procedure

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

Show a picture. What do you see? Get them work in pairs and what do you look for in a relationship? (talk about any relationship, e.g. partners, friends)

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

Give Ss HO1 and tell them to number the phrases 1-5. Instructions: "1 is the most popular , 5 is the least popular. How do the people meet friends and partners nowadays? ICQs: "Will you work together? No Are there any correct answers for them? No Can everyone's order be different? Yes Feedback: Get them to talk in pairs. "Do you agree with your partner?" Nominate a few weak students and ask their opinions. Vocabulary clarification: Give out Ss Vocabulary sheets. Tell them match the words with their definitions Feedback: Have Ss do peer-check before giving out Ss the answer sheets.

While-Reading #1 (5-7 minutes) • To provide students with less challenging gist information reading tasks

Show the picture in HO2. Tell them that they are Sonya and Michael. Give out Ss HO2. Before delivering , give the instructions: "Read quickly and find this answer: Why did their relationship nearly never happen?" ICQs: "Did their relationship start? Yes Are they together? probably Will you read slowly? No Feedback: Make Ss groups 3 or four for peer-check. Then, nominate weak Ss to answer this question.

While-Reading #2 (10-12 minutes) • To provide students with more challenging detailed reading tasks

Give out HO3 to Ss. Ask Ss to read the text slowly and number the events in the order they happened. ICQs: Will you work in groups? No Will you work alone? Yes How will you put the sentences in order? By numbering them Feedback: Have Ss do Peer-check before WCFB. For feedback make Ss groups of 3-4. Give each group a set of the sentences in HO3. Tell them to put them in the order on WB. Do a demo. "Be quick and be the winner !"

While-Reading #3 (8-10 minutes) • to encourage learners to deduce the meaning and use of language from context

Deliver HO4 to Ss "Read the text again. Look at the underlined words and phrases. Try to work out what they mean. Then match them with 1-16" ICQs: What will you match? Words and their definitions. Feedback: Have Ss do peer-check, do WC FB. Elicit the answers from the weak Ss.

Post-Reading (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Put Ss in pairs. Ask them these questions (You can stick the questions on WB in order for Ss to see what they will find out) "If you were Sonia would you give your telephone number to Michael? Why or why not Have you ever lived a smilar experience like this? Or have you ever heard a smilar event like this? " (If-time)Feedback: After peer-work, put them in large groups or mingle them and ask them to share their opinions to the others. If there is a common error, correct it at the end of the task (or write good language they have used on WB)

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