atousa atousa

Modern manners
Intermediate level


In this lesson students focus on modals of obligation :must,have to,should.


No materials added to this plan yet.

Main Aims

  • To provide gist, detailed and inference reading practice using a text about Modern manners in the context of communication

Subsidiary Aims

  • To provide product in the context of Modern manners


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

Lead-in 1: Ask ss to imagine that you are invited to stay for a weekend with your partner's family. Ss think of 3 things they think would be bad manners to do.Ss discuss their ideas in pairs. write some of the ideas on the board at least 3 of them. possible answers are: 1.Not bring a present. 2.use your mobile at the dinner. 3.not say thank you and please. 4.use bad language. 5.say that you do not like the food. Lead-in 2: If I access to the projector,play a clip part to engage ss in the topic.Ask ss to write down 3 things they find as bad manners.(it would be more interesting and fun to watch a clip part at the beginning) write the answers on the board. possible answers: noisily. 2.drink noisily with mouthful.

Pre-Reading (4 minutes) • To prepare students for the text and make it accessible

Ss predict the meaning of the blocking words in ex.1 with their own knowledge individually.(they may find them difficult in the text). check the answer with the partner. FB: Write the answer on the board. answer key: a.3 b.1 c.4 d.2 Check with CCQs, e.g:Is your future husband your fiance? e.g:Do you invite people to your house when you are a host? e.g:Is something nasty good and nice? check the pronunciation of the word 'fiance' and 'fiancee'. check the pronunciation of the word 'guest' write them on the board ,drill,show the stress and pronounce them.

While-Reading (12 minutes) • To provide students with less challenging gist and specific information reading tasks

Now ss focus on the headline and explain the meaning of ' from the hell ' what do you think from the hell means? CCQs: Is the hell positive or negative? What does it mean?what do you think? Now ss write their ideas on the left box . Ask ss to read the text very fast(skimming) and complete the right box. check their answers with their partners. Elicit some answers from ss and now ask ss to see if their idea from the lead-in question are there. check answers ,by eliciting ' what Heidi did wrong ' ? what did she do wrong? CCQs: Did she say she like/dis like the food? e.g:she told her she liked and disliked the food. Did she say she has enough food? e.g:she said she did not have enough food. did she wake up early in the morning? e.g:she stayed in bed late. did she send a handwritten card at the end? e.g:she did not send a handwritten card after the visit.

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

get students to answer ex.3 in pairs. Ask the fast students to come to the board and write the answers. answer key: 1.should not 2.should not 3.should not 4.should 5.should not check elicit with CCQs: did she write the tank-you letter? Is her mother-in-low happy with it? Ss do ex.4 individually. check your answers with the partner. Ss write the answers on the board. answer key: 1.a fiance 2.nasty 3.criticize 4.lack 5.a guest 6. a host 7.forwarded

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

Give students A B C and ask them to be in one group. (4 groups of 3 students) give ss hand out ask A to read number 1 and 2. B read 3 and 4. C read 5, 6 and 7. Now ask A to give the answer of 1 and 2 to their group.(B and C fill the box with A's explanation. Now ask B to give the answer to the group.( do the same thing as before) Now ask C to give the answers to their group.(do the same thing as before) Give time to ss to run through the text again and check their group mates' answer. check their answers with their group mates.tell each other if they agree or not.

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