Yousef Almohamad
Intermediate level

Description

In this lesson, Ss will be presented "but not taught" the third conditional in the context of luck. The lesson starts with a speaking activity as a warmer. Later, students will read the introduction of a story about being helped by strangers and then listen to the rest of it. Later, they will read two different stories about luck as well and they will tell the stories to each other (Jigsaw). Lastly, The Ss will share some of their experiences in the same context.

Materials

Abc Post Reading
Abc Giving Opinion
Abc Reading 2
Abc Jigsaw B
Abc Jigsaw A
Abc Listening 2
Abc Initial Reading
Abc Speaking Warmer

Main Aims

  • To provide gist and detailed reading practice using a text about Being Helped by strangers in the context of Luck

Subsidiary Aims

  • To provide fluency speaking practice in a Telling Stories in the context of Being helped/Helping strangers
  • To provide fluency and accuracy speaking practice in a conversation in the context of what would you do if ....?
  • To provide gist and detailed listening practice using a text about Being Helped by strangers in the context of Luck

Procedure

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

- Put Ss in pairs. - Tell them that they will talk to a partner about what would they do in some situations and why. - Provide Ss with the worksheet.

Initial Reading Task (4-6 minutes) • To prepare students for the for the listening text and make it accessible

- Tell Ss that they will read a true story by a writer Bernard Hare, about something that happened to him when he was a student and find out "How was he feeling?" - PW then WC - Put Ss in pairs, tell them to decide what they think happened next. - Elicit some ideas.

While-Listening #1 (3-5 minutes) • To provide students with less challenging gist and specific information listening tasks

- Tell Ss that they will listen and check if they were right. - WC feedback

While-Listening #2 (5-7 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

- Tell Ss that they will listen again and answer the questions. - Peer checking. - WC feedback. - Play it twice if necessary.

While-Reading (Jigsaw) #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading tasks

- Tell Ss that they are going to read other stories about being helped by strangers. - Put Ss in two groups A and B ask them to read their stories and answer "Who was the stranger?". - WC feedback.

While-Reading (Jigsaw) #2 (7-9 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

- Tell Ss to read again and answer the questions in groups. - Provide Ss with the answer keys.

Speaking and Listening (5-7 minutes) • To provide students with less challenging gist and specific information listening tasks / Speaking to tell stories.

- Tell Ss that they are going to share their stories with the other group without looking at it. - Tell them to use the questions they answered in their own stories to get more information. - Ss give their opinion about the stories in pairs then as WC.

Post-Reading/Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Ss discuss the questions in pairs. - WC feedback.

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