upper_intermediate optimism
upper intermediate level

Description

This will be an integrated reading and speaking skills lesson using the topics of pessimism and optimism. Students will use jigsaw reading and speaking from the book and through doing so they will be prepped for the following lesson's practice of future use of present tense and continuous

Materials

Abc HAND OUT B (all's well that ends well)
Imgres?imgurl=https%3a%2f%2fi.ytimg.com%2fvi%2f9n2tmnwn1ec%2fmaxresdefault.jpg&imgrefurl=https%3a%2f%2fwww.youtube cup visual
Abc HAND OUT A (all's well that ends well)
Abc vocabulary hand out
Imgres?imgurl=https%3a%2f%2fi.ytimg.com%2fvi%2f9n2tmnwn1ec%2fmaxresdefault.jpg&imgrefurl=https%3a%2f%2fwww.youtube Lesson ppt

Main Aims

  • Main Aim: To give Ss practice in the integrated skills of reading for specific information and detail, and speaking for fluency in the context of optimism.

Subsidiary Aims

  • To introduce related vocabulary.

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Show Ss picture of a glass (half empty or half full) on the board and ask "Is it half empty or half full?" Ss work in pairs and discuss Take group feed back and elicit optimistic and pessimistic

Pre-Reading/Speaking (7-9 minutes) • To prepare students for the text and make it accessible

Show Ss title 'All's well that ends well'. -Ask "What does this mean?", "Is this optimistic or pessimistic?" Ss in pairs to discuss, Take FB. -Ask Ss "Do you think most people in the world are optimists or pessimists?" Ss in pairs to discuss, Take FB. PASS OUT ARTICLE Read paragraph to check their thoughts. "were they right? Were they surprised about anything? " -Ask Ss "Do you think you are a pessimist or optimist" Ss in pairs to discuss, Take FB

Jigsaw-Reading-for specific information (10-10 minutes) • To provide students with less challenging gist and specific information reading/speaking tasks

Divide the class into two groups. -Tell students each group will read a different person answering "What are you optimistic about?" Give each group basic informations about their author. -Ask "What do you think they have to be optimistic about" Ss discuss in pairs. NO FEEDBACK Students now read their pieces and check their thoughts with their group/pairs.

Jigsaw Reading/Speaking (5-7 minutes) • To provide students with a chance to speak about the language they read

Regroup students so that they are with a partner of a different article. Ss tell their partners about the piece they read. Take FB. "Who is more optimistic?"

Reading-Vocabulary-Meaning in Context (6-7 minutes) • To clarify vocabulary meaning and pronunciation that students have been introduced to

Pass out hand out with 5-6 words from both texts Students complete the paper and match the terms using the text to help them -Take FB Provide answers and clarification of pronunciation

Speaking (6-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Use ppt to ask Ss "What ideas do both answers have in common?" & "What are you optimistic about?" Group into 4s, Ss discuss in pairs, Take FB

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