Javad Javad

Older and wiser? Speaking and Reading
Upper-intermediate level

Description

In this lesson, students learn some adjectives to describe teenagers and the elderly. They learn which adjectives can give a better description about teens and which ones about the old, plus, they learn which of the adjectives are negative and positive. They have some questions to discuss in groups. The main aim of the lesson is reading which is a text about aging. Students read the text, work on some questions to get specific information then work on some vocabularies and in the end, they have a question to talk in pairs or groups about the same topic in their country.

Materials

None?size=16&default=html Simplified definitions with answers
Abc Nick's & Karoline's Photo with Makeup
None?size=16&default=html Full text with exercise E
None?size=16&default=html Highlighted vocabularies in text
None?size=16&default=html Adjectives
None?size=16&default=html First Paragraph
None?size=16&default=html Wig, eyesight,etc with exercise C
None?size=16&default=html Exercise E
Www.google Stereotype with questions
None?size=16&default=html Exercise 3C
Www.google Turkish teens & the elderly
None?size=16&default=html Exercise B
None?size=16&default=html Quote

Main Aims

  • To provide gist and detailed reading practice using a text about Trading Ages in the context of Becoming old

Subsidiary Aims

  • To provide fluency speaking practice in a Debate in the context of Stereotype

Procedure

Warmer (2-3 minutes) • To engage students' interest in the topic of aging

1. Project the quote 2. Ask students to discuss it in pairs to see their partner agrees or not 3. Get feedback from some students

Lead-in (5-6 minutes) • Pre-teaching vocabulary

1. Project two pictures: Turkish teens and the old 2. Ask them to think of words to describe them in pairs 3. With students brainstorm some words 4. Elicit words which can be blocking from exercise 1a

Focus on vocabulary (5-6 minutes) • To make an interactive task to get students work on vocabularies

1. Give students some simplified definition 2. Give them the cut-ups & ask them to match with the words on the cut-up in pairs 3. Ask early finishers to put the right cut-up with a definition on the board 4. Ask them some CCQs to make sure they know the meanings of the words plus which one is positive or negative 5. Ask them to match the words with the right category "teens, the elderly or both" in groups 6. Ask early finishers to match the right cut-up to its category

Controlled practice (5-6 minutes) • To get as much STT as possible plus taking feedback efficiently with error correction

1. Pre-teach "stereotype & to conform" using visuals 2. asking CCQs to make sure students know the meaning of the words 3. Project the questions 4. Students discuss the questions in groups 5. Some students share their idea with the whole class

Gist reading (4-5 minutes) • What the article is about with the help of the headline and the first paragraph

1. Project the photo of the people with heavy makeups 2. Ask them to tell the class what they think has been done to them why 3. Students read the first paragraph quickly and check their answers in pairs

Pre-reading (5-6 minutes) • Working on the meaning of the highlighted words with a partner plus predicting what happens in the article

1. Project the photos to pre-teach five vocabularies: wig, contact lenses, false teeth, wrinkled skin, eyesight 2. Ask them to find these items in the text in pairs 3. Students who find the answers write them on the board 4. Project the questions in exercise C 5. Students guess what happens in the article in pairs 6. Some students share their guess with the class

Reading for details (8-10 minutes) • Feedback on the details of the text including some vocabulary items

1. Give students the rest of the article 2. Ask them to it individually to find the answers to exercise C 3. Students check their answers in pairs 4. Some students share their answer with the class 5. Project the answers 6. Give them the questions in exercise E to answer, obviously alone 7. Students check their answers in pairs 8. Early finishers write the answers on the board 9. Project the answers

Freer practice (3-4 minutes) • Practicing the vocabulary and Practicing speaking while maintaining the context

1. Project the statements in exercise 3C 2. Regroup students 3. Ask them to talk about questions in groups 4. Ask random students to share their views about the statements.

Web site designed by: Nikue