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UNIT2: Living in the Digital Age-Lesson 1
Intermediate level

Description

In this lesson, students learn about the different uses of computers in everyday life, at school, at work etc. and how they become an important part in this Digital era through tasks based on reading, listening, speaking and writing. The lesson starts by a discussion about the uses of computers and matching tasks where students need to match each picture to a caption , followed by a reading where students read to check their answers. The lesson ends by a controlled pair work speaking practice.

Materials

Drxbiq5sperc1p2153nq pictures task a matching task
Yhh5ooibszozibqw3ohw reading task reading task.pdf

Main Aims

  • To provide fluency in the context of computer usage

Subsidiary Aims

  • To provide listening practice for specific information in the context of computers at work

Procedure

Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

-Show students pictures and ask them to match each picture to a caption. -Ask students in pairs to discuss how computers are used in the situations. ICQ them (give instruction checking questions)

Exposure (10-15 minutes) • To provide context for the target language through a text

-Ask students to read the text and check their answers -Ask them to read the text to spot new words and answer 2 vocabulary tasks

Clarification (3-5 minutes) • To clarify the meaning, form and pronunciation of the target language

-point out key words and the diffrence in meaning depending on the context; ex. save/ records -Use Meaning Form Pronuciation of record (verb and noun) and the word consumption and performance

Controlled Practice (10-15 minutes) • To concept check and prepare students for more meaningful practice

-Divide the class in groups and ask students to discuss the following questions: 1/ How are/ were computers used in your school? 2/ How do you think computers will be used at school in the future? -Play some music in the background( so that students feel more at ease and are not afraid of the teacher picking up their mistakes) Move around the groups and monitor while picking up examples of good language and also mistakes.

Feedback and error correction (3-5 minutes) • provide feedback on students' production and use of language

pick good points and write them on the WB - point out mistakes

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