ilyas ilyas

Unit 18 DF - Lesson Plan (ilyas cetin)
Pre-Intermediate level

Description

This is a reading lesson in the context of the dream job. The lesson starts with a lead-in in which the teacher asks some questions to the students about their dream jobs to get them interested in the lesson and set a context. They read the text for gist and details. As the post activity, the students will talk about the best job in the world and discuss it.

Materials

Abc Student's Material (Crace, A & Acklam, R. (2011) New Total English, Pre-Intermediate, p. 90
Abc Google Images

Main Aims

  • To provide students with practice in reading for gist and details in the context of the dream job.

Subsidiary Aims

  • To provide students with practice in speaking for fluency

Procedure

Lead-in (4-5 minutes) • To set lesson context and engage students

Start the lesson with a warm greeting. Show them some pictures of some different jobs and hang them on the board and the wall. Ask the students to work in pairs and to discuss what the job is in each picture. Set the time for the task and do the ICQs. Ask one or two pairs to elicit some answers. Then ask them if they would like to work in one of these jobs and what their dream job is. Elicit some ideas from the students.

Pre-Reading (6-7 minutes) • To prepare students for the text and make it accessible

Ask the students to work in pairs and ask them to look at the photo and the title of the text, and then ask them to guess and discuss "what do you think the job is?". Do the ICQs and let them start the task. Give them 2 minutes for the pair task. Later, ask them to compare their predictions with one of the pairs from another pair as quickly as possible. In the end, elicit the answers from the students.

While-Reading 1 (7-8 minutes) • To provide students with less challenging gist and specific information reading tasks

Show the students the questions in the ex. 2 "what is the job?" and "how did Ben feel before the interview?" and introduce the reading text. Then tell the students to read the text and answer the questions. Set a time limit of 4 minutes. Do the ICQs. After they finish reading the text, ask them to pair check. Then, elicit the answers from the students and show the answers on the smartboard.

While-Reading 2 (10-11 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Show the Ss the statements in the ex. 3 and ask them to read the text again and write true (T) or false (F) and correct it if the statement is false according to the text. Set the time for 6 minutes and do the ICQs. After they finish the exercise, ask them to work in pairs, and check and discuss their partner's answers in another 2-3 minutes. Later, elicit the answers and do plenary feedback.

Post-Reading (13-14 minutes) • To provide with practice in speaking for fluency

Ask the students to work in groups of three. Show them the questions in the related exercise and tell them to discuss these questions with their friend in their groups "Would you like to have Ben's job? Why/Why not?" and "What is your dream job and why would you like to do that job?". Set the time of the task for 10 minutes and do the ICQs. While they are doing the task, monitor them and take some notes for feedback. After they have finished the discussion, elicit some ideas from some students. Give feedback if necessary.

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