Reading & Vocabulary Lesson
To provide clarification of places in a town in the context of the place we and other people live in.
To provide gist and detailed reading practice using a text about different countries in the context of different places.
To provide clarification of language used for specifying the place we live in the context of different places.
Procedure (25-40 minutes)
Teacher sticks the pictures of the new vocabulary on the WB and asks the Sts if they already know some of them in English and what the topic is. Sts talk to each other in pairs about the vocabulary and the lesson topic.
Teacher checks if students can remember the meaning for "country, town and abroad" and they can get the meaning for the new vocabulary with the help of visual aids and makes sure they grasp the meaning. Sts make drills.
Teacher shows the students the headline and the pictures of the texts. Students make brainstorming about the texts in groups. T asks some questions to the Sts to get their predictions: "Can you guess which cities/countries are they in these pictures?", "Where are these people from?"
T gives the students the texts. Sts read the texts and check their predictions on the texts. T asks questions connecting the new vocabulary and the texts: "Have Sam and Julie got a swimming pool where they live?", "Where do Pam and Andrew shop from?", "Has Henry got a supermarket in his town?"
T gives the matching activity on Student's Book page 28 number 3. T checks if Sts understood the three texts in details. T monitors and gives feedback if necessary. Sts check their answers in pairs. T gives a gap-fill acitivity for the new vocabulary (Workbook page 18 Activity 13). Sts check as a group. T monitors and gives feedback on WB if necessary.
T asks the Sts to talk about what have they got in their town/neighbourhood. T gives an example about her neighbourhood. T writes the modal sentence on the WB. Sts talk in pairs. T monitors and takes notes for feedback.
T gives a small ball to the students and explains the game. One of the students say one new vocabulary and throw the ball to another student. T asks them to get faster after one or two minutes. T checks for some pronunciation mistakes and writes them on the WB.
Teacher highlights some good language and some errors.