shrouk shabara shrouk shabara

shrouk shabara
intermediate level

Description

in this intermediate class students will learn how to read and how to use the passive as well but in an indirect way. they will absorb and understand it through the text, which is called 10 ways to improve your memory. the passive will include all the tenses. first, the stage of pre reading will include any words which might hinder the students` understanding for the text and this activity will be represented as a matching activity where students have to match the word to its definition and the words which will be generally difficult will be elicited from students and i will provide colored pictures of them to let them know what they mean. i will also set many activities so that the class can be more active and warm for them.

Materials

Abc match handouts
Abc MCQs handouts / fill the gaps /

Main Aims

  • To provide gist and scan reading practice using a text about memory in the context of ten ways to improve your memory

Subsidiary Aims

  • To provide clarification and practice of the passive voice in the context of 10 ways to improve your memory

Procedure

Warmer/Lead-in (3-8 minutes) • To set lesson context and engage students

i will provide my students with a lovely 5-minute video of an old woman talking about Alzheimer's and how it affects her memory and i will ask them some questions related to this video such as: why do you think she has lost some of her memories? do you think memories are valuable? why? are you afraid of being like her someday? why? and everyone of them will answer and that will make them all involved in the text and really try their best not to forget any single memory because every single memory we have no matter how much small it is, worth remembrance.

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

as i said before, i will set an activity where they match the words to their definition and to make my students faster i will perform it in the style of a competition telling them that the team which wins will be awarded. the activity: 1-bore a)adv)acting in purpose 2-consciously b)verb)to talk or act in a way that makes someone loses interest 3-chunk c)v) to touch someone or something gently with the hand flat. 4-pat d)n) a roughly cut piece 5-arithmetic e)adj)describes meat that has little fat. 6-lean f)n)the part of mathematics that involves the adding and multiplying,etc of numbers.

While-Reading/Listening #1 (5-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

they will gust read for gidt in no more than 7 minutes so that they can tell me the general idea of the passage and put another title to it. after this they will complete some related prepositions in pairs only in 2 minutes and then i will check their answers. this activity will be set as a filling the gaps exercise like this a-interested...... e-associated.......... b-struggle.......... f-add............. c-focus........... g-listen....... d-think......... h-sit.........

While-Reading/Listening #2 (15-20 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

the first thing they will do is that they will rad for details and the details are going to be set in the form of a question says...what strategies will you adopt to strengthen your memory and why ? and at the same time they will underline any passive structure they face while reading for details and that will make my eliciting easier. after they finish the answer they will discuss and then share their answers with me and after that i will discuss the passive voice clarifying it through: i will ask them to tell me the underlined structures 2-i will write them down on the board 3-i will elicit the form 4-i will erase the examples but leave the structures and the form 5-i will drill with my students 6-i will let them make up their own examples together and then share them with me..

Post-Reading/Listening (8-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

here comes the best stage of the lesson where students can practice what they have learned freely i will ask them to talk about their most embarrassing memories from their childhood using the passive when they try to describe anything related to them or when they feel that there is no need to mention the subject. they will think individually for 3 minutes and then every pair discuss for two minutes and after that anyone of them can volunteer and share his/her embarrassing story-memory- with us

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