Reading-Business Idea
Intermediate level

Description

In this lesson, students read two articles about business men who invented things. As a warm up session, students read statements about the two inventors and try to guess who invented what between the two. Students then proceed to reading the articles with half the class reading one story while the other half reads the other. Students are then partnered to discuss the two stories and decide the similarities between the two inventors.

Materials

Abc Focus on Vocabulary
Abc Ex 5-Gap fill
Abc Ex 4-Matching Task
Abc Ex 3b-discussion
Abc Ex 3a-Summary
Abc Ex 2-Article 2
Abc Ex 2-Article 1
Abc Ex 1

Main Aims

  • To provide detailed reading practice using a text about business ideas in the context of hopes, dreams and ambitions

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of inventions

Procedure

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

T tells students that they are going to read two articles about two inventors and that one invented the karaoke and the other the Ipod. T tells Ss that before they read the articles, they are going to read a list of statements about the inventors and they are to guess which statements are about the karaoke or Ipod inventor.

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

T introduces the vocabulary that can be a problem for students during the reading task. T solicits meaning using CCQs, provides meaning for those that the CCQ method does not work or shows pictures on the board.

While-Reading (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Instruction(s): you are going to read a story about the inventor of the Ipod or the karaoke. You have 5 minutes to do so. (T divided the students into two groups (A and B). T gives group A article 1 and group B article 2. T checks that Ss have the correct article.) Ss read the story. T monitors and offers clarification when needed. Instruction(s): you are going to complete a summary of the article you have just read using sentence heads provided. T projects the sample summary handout on the board. T checks understanding and gives handouts. (T checks that each S has the correct handout for the story they read.) You have 5 minutes to complete the task.

Speaking (10-12 minutes) • To provide students with an opportunity to talk about what they have just read about

Instruction(s): you are going to tell each other about the article you have read. Talk for 4 minutes about the similarities and differences the two man have. T partners the students (A with B). T monitors the students. T gets feedback; T draws two tables on the board, one for similarities and the other for differences, Ss writes under each section and then Ss are given the chance to discuss them.

Post-Reading (6-8 minutes) • To provide students with an opportunity to respond to the text and expand what they've learned

Instruction(s): you are going to complete a matching exercise. You will match sentences 1-3 with a-c. (T projects on the board and demonstrates.) T gives out the handouts and gives a time limit of 5 minutes. T gets feedback.

Post-Reading (5-6 minutes) • To provide students with an opportunity to respond to the text and expand what they've learned

Instruction(s): you are going to complete a gap-fill exercise. You need to use the verbs from the highlighted expressions in exercises 4 (T shows the handout) in the correct form. T demos: How did Inoue Daisuke (come) up with his idea? T shows that, the original sentence from the article read, Inoue Daisuke came up with the idea in 1971. The original uses the past and the question form uses the present. T sets the time (5 minutes) After the task T asks students to check their answers with someone next to them. (2 minutes) Instruction(s): turn to the person next to you and check your answers.

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