Secil Secil

Social Life
Intermediate B1 level

Description

In this lesson, students will have the opportunity to read and speak and also learn some vocabulary about social life. Ss will talk about how they spend their weekends and what they enjoy doing. They will work in pairs to discuss some some questions and then by looking at the photos, they will guess who they are and what they like doing at the weekends. They will do jigsaw activity to read the three texts. After sharing their information with other groups, in pairs, they will talk about the important things for each people who they have just read about and answer the comprehension questions. For the vocabulary exercise, teacher will ask a student to pick a card and explain the meaning to the others. The student will use the text and some mimics, body language and giving situations. Teacher will guide the student. Teacher will ask concept check questions to understand if the vocabulary is understood clearly. then, Ss will work in pairs and choose one of the questions to talk about. Fact! Going Out Box will guide them. Teacher will ask which one(s) is interesting or similar to our culture.

Materials

Abc Cards
Abc Handout

Main Aims

  • To provide gist and scan reading practice using a text about Socialising in the context of Night Out

Subsidiary Aims

  • To provide clarification of Socialising in the context of Night Out

Procedure

Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

I'll write down a few phrases on the board and ask Ss to guess what we are going to talk about in this lesson. After eliciting, I'll ask them what they do to socialise and how they spend their weekends. Then Ss will do exercise 1. ticking the things that they sometimes do on a night out with their friends. They will cross out the ones they never do. Then I'll elicit the answers.

Semi-Controlled Practice (8-10 minutes) • To guide the Ss to the reading text and practise the topic more.

Ss will work in pairs to discuss the given questions using the phrases from the previous exercise. After that, I'm going to ask what they have found interesting or unusual about their partners.

Pre-Reading Practice (3-5 minutes) • To prepare students for the text and make it accessible

Students will look at the photos and guess how they spend their nights out, where they are from, etc.

While-Reading Practice (10-15 minutes) • To provide students with less challenging gist and specific information reading tasks

Ss will do jigsaw reading activity. They will be working in groups of three and each group will read and take notes about its own reading text. Then they will go and share their text with other groups. They will also ask about their own texts, too. Thus, each of them will know the three texts. Then in pairs, Ss will talk about the important things for each person in the text. I'll elicit the answers. They will answer the comprehension questions one by one. Ss will pick one card from me and try to explain the meanings of the vocabulary in exercise 5. Teacher will ask concept check questions to be sure of understanding.

Post-Reading Practice (10-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

This stage is the productive part of the lesson as the students are going to discuss certain communicative questions. They will be working in groups of three and discuss the question that they have chosen. Then they will share their ideas and then after reading the 'Fact! Going Out' Box, Ss will talk about the facts that they didn't know or are interesting for them, etc.

Feedback/Error Correction (3-5 minutes) • To provide feedback on Ss' production and use of language.

Teacher will ask Ss if everything is clear. Teacher will guide them when necessary. When Ss talk, as a teacher I won't correct every mistake so that Ss will free to talk which is our aim.

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