New lesson plan: Horoscope leading to vocabulary

Huseyin Yuksel

Horoscope leading to vocabulary - pre-intermediate level

Horoscope leading to vocabulary
pre-intermediate level

Description

In this lesson students will be given a text about horoscope as a reading activity leading to vocabulary.

Materials

No materials added to this plan yet.

Main Aims

To provide gist and detailed reading.

Subsidiary Aims

To introduce students to new vocabulary
To provide clarification of horoscope

Procedure (43-48 minutes)

Lead-in (4-6 minutes) • To introduce the students to the topic and arouse interest.

The teacher show students to 12 horoscope signs ask them asks elicits that they are called star "signs" or "horoscope signs" then asks if they know their star sign in English and gets feedback from students. teacher rights the TL on the board. The T gives them HO and ask them to find out their own one and feedback.

Vocabulary clarification (3-5 minutes) • give students to meaning of the unknown vocabulary in the text

T shows picture of Bill Clinton asks who he is and asks students if he is a believer of star signs gives students his birthday ask them to find out his star sign. same procedure is to be done with one other celebrity and finally with the Behzat C who is well known "secret police" in a TV series.T asks and elicits his job and finally T tells students "Horoscope is a waste of time" and elicits the meaning of "waste of time" and writes the word and phrases on the left side of the board

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

The asks students how often they read their horoscope and if they belive what it says or not? students discuss in two minutes and feedback. T gives instruction to read text and find the best title for it.

Gist reading (6-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

students read the text in 5 minutes and choose the best title and discuss with their partner and report to the class.Answer is -why you should read your horoscope.

Detailed Reading (6-6 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T tells students that the article was badly torn out of the magazine asks them what the first word in each line of the paragraphs. sts work in peer and repport. Students read the text individually again in more details completes the sentences in exercise 4 and compare their answers in peer and repport back to the class

Vocabulary Focus (6-6 minutes) • to help students get the meaning from context

as students give the answer, teacher asks concept checking questions to clarify the meaning of the words and writes them on the board.

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

Students read the first four completed sentences and thick the ones they agree and dont agree and discuss why in peers and report the answers.

Freer activity (8-9 minutes) • To provide students with freer practice of the target language

The t asks students if they believe that the dreams gives them some information about the future gets feedback. Students work in peer and given some pictures and some interpretetion A starts telling about their dream using the pictures.B listens and numbers the subjects in the box in order A speak about them. B then interprets A's dream in order which the things mentioned using the notes in the activity. Then they swap roles.T monitors and notes the mistake and corrects them after the activity.