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Tp8 Offering to help!
Elementary level


In this lesson, ss are going to focus on several serious situations in which people need help. Whole class will study the vocabulary and expressions that are used to offer help. Next, students will do some reading exercises and work on the target structures. Finally, through role cards ss are going to practice the expressions and vocabulary.


Main Aims

  • To provide gist and detailed reading practice using a text about people in trouble in the context of offering to help.

Subsidiary Aims

  • To provide clarification and practice of problematic situations in the context of offering to help.


Warmer/Lead-in (6-0 minutes) • To set lesson context and engage students

T gives a personal example about 'offering help' and ask ss whether the same situation happened to them? O/C discussion. Next T plays a video about an experiment on 'how people just walk on by a child who is lost in the street' and W/C share their ideas. T explains that they do not need to understand each word in the video, but they should just focus on the main point.

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

T wants ss look at the first picture in the hand-out and W/C do the first exercise together. Then Ss, in pairs, look at the pictures about the topic, 'situations in which people need help' and answer two questions on their worksheet. T monitors and provides vocabulary if needed.

Pre-teach vocabulary (10 minutes) • To clarify the meaning, form and pronunciation of the target vocabulary

T pairs the ss and hand-outs the matching exercise. T monitors. W/C drilling and FB. Next, to make ss better memorize the words, T shows some pictures about the target vocabulary and wants them close their sheets and just look at the pictures and guess the word. T also asks some CCQs to strengthen the meaning of the target vocabulary. the Later, ss read several questions about the topic, which involves the target vocabulary and discuss the answers in pairs (Exercise B). T elicits the opinions of the ss and recheck the meaning of the words. T asks ss what they usually do in these situations. T monitors and takes notes for the delayed FB. O/C FB

While-Reading #1 (9 minutes) • To provide students with less challenging gist and specific information reading

Ss look at the pictures of the reading text and guess what happened. Next,T sets a task for reading for gist and ss read the introductory paragraph of the reading text and answer 3 questions. Ss do it alone, compare answers in pairs.T monitors. O/C FB.T emphasizes on the meaning of the reporter and elicits it from ss. Later, ss quickly skim the text and put the pictures in order.

While-Reading #2 (4 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Ss read the text carefully and answer the question 'In which situation does the person get help?' O/C FB

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

T pairs the ss and they discuss two questions about the article. O/C share ideas. Next, T explains the next task which involves a role playing with visual materials.T uses ICQs. Ss come to the board and pick up one picture about their situation, show it to the others and try to make them guess his problem. After the situation is figured out by the class,he/she asks:' What do you offer?

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