Gülsüm Gülsüm

Reading and Speaking Lesson
Intermediate level

Description

In this lesson, students will learn useful vocabulary and lexis to make decisions and how to talk about them in English.

Materials

Abc Handout

Main Aims

  • To provide detailed reading practice using a text about different ways to follow when we are to make the correct decision.
  • To provide gist reading practice using a text about making decisions.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of expressing opinions about the best methods to use while making decisions.

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

1- T tells the students how hard it is for her to make up her mind for daily things, e.g. "I can't decide what to wear every morning so I stare in front of the wardrobe for five minutes and change clothes at least three times." 2- T asks the students to think about what topics they find hard to decide. Sts discuss in pairs. 3- T monitors and gives feedback.

Pre-teach Vocabulary (3-4 minutes) • To pre-teach any vocabulary essential to understanding of the text.

1- T gives the Sts some situations to elicit the meaning for the two vocabulary: fatalistic and break down. 2- T sticks some pictures on the board for other vocabulary items: reliable - pros and cons and fortune teller. 3- T asks some CCQs for the clarification of meaning for the new vocabulary: - If you think you can success anything you want are you a fatalistic person? (no) - If you leave your friend alone and doesn't help him/her are you a reliable person? (no) - Should you make pros and cons if you buy a car or apply for a job? (yes) - Can you trust a fortune teller to make a decision? (no) - What can you do when your car has broken down? (repair) 4- T gives feedback.

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

1- T gives the HO1 to the Sts and asks them to look at the picture above and asks what is it called. T elicits the vocabulary. 2- T asks the students to look at the photo of the fortune teller and the heading and discuss what the text might be about. T asks the Sts about their opinions. 3- T asks the Sts to discuss whether asking a fortune teller about big decisions we have to make is a good thing or not. Sts discuss. 4- T monitors and gives feedback.

While-Reading #1 - Reading for Gist (6-8 minutes) • To provide students with less challenging gist and specific information reading tasks

1- T gives the Sts HO2 and asks them to look at Activity 2 (Cutting Edge Intermediate Sts' Book Pg. 120). 2- T asks the Sts to check and discuss in pairs the first and the last paragraphs whether the writer makes a decision or not. 3- T elicits answers and gives feedback. 4- This time teacher asks the students to check in pairs only the first sentences of paragraphs number 1,2 and 3 and match headings a-b-c. Sts check their answers in pairs. 5- T elicits answers and gives feedback.

While-Reading #2 - Reading for Detailed Information (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

1- T asks the Sts to look at Activity 3 this time, questions 1 and 2 and try to answer these questions in pairs after a detailed reading. 2- T elicits the answers and gives feedback. 3- T asks the Sts to look at question 3 and discuss in pairs who they think made a bad decision and who made the right decision on the text: Gouizueta, Gladwell or Rhineheart? 4- T asks the Sts to discuss in pairs why do they think one person made the right and the other made the wrong decision. 5- T monitors and gives feedback.

Post-Reading (4-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1- T asks the Sts to discuss why Luke Rhinehart chose to live his life in that way. Sts discuss in pairs. 2- T elicits answers and gives feedback. 3- T asks Sts this time to discuss in pairs which method is the most practical one for making decisions. 4- T monitors and gives feedback.

Free Activity (2-3 minutes) • To revise the lesson with a fun and freer activity.

1- T sticks two pictures on the WB on which there are two option and they have to make a decision. 2- T elicits the answers and asks the Sts if they are being rational, emotional or fatalistic. 3- T gives feedback.

Feedback • To encourage Ss, To help Ss learn from their errors.

Teacher highlights some good language and some errors.

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