Mona Hamdi Mona Hamdi

Join the cub
Intermediate level

Description

In this lesson, ss will read a text about the Laughter Yoga Club. The lesson starts with a discussion about the most thing that makes you laugh most. then I let them focus on the photos and the headline of the article and ask them what they think the article about?

Materials

Abc video
Abc Powerpoint
Abc pictures

Main Aims

  • To provide gist reading practice using a text about Join the club, Laughter is the best medicine. in the context of Laughter is the best medicine

Subsidiary Aims

  • To provide fluency speaking practice in a Conversation in the context of Laughter is the best medicine

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1.I'll show SS some pictures of actors, jokes, situations, and friends. Ask 1-What makes you laugh? 2-First, I discuss it with them, then I send them in breakout rooms to share their ideas. 3. Elicit their answers and accept any answer to support them.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

1- Focus students on the photos and the headline of the article on SB p11. Ask students what they think the article is about. Students should not read the article at this stage. 2-Elicit the meaning of the new words. I will use opposites (reduce is the opposite of increase, etc.), mime (clap your hands, etc.), simple definitions (fake = not real, etc.), 3- Ask them some CCQs questions to check their understanding. reduce 1. Does it mean to make something less? Yes. 2. Can you decrease the speed of your age? No. fake- 1. Is it a real thing? No. 2- Does it mean deceive people? Yes. Immune system: Is it in your body? Yes. Is it harmful? No. Chemicals: Are they substances in your body? Yes. Are they related to chemistry? Yes. 4- Highlight stress and the part of speech with different colors. Tell students that reduce is a verb and that fake can be an adjective, a verb, or a noun.

While-Reading/#1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

1- I ask the ss to read the text and match topics (a- e) to paragraphs 1-5 2- First, I let them read the text for three minutes and answer the questions with themselves. 3- I send them in breakout rooms to discuss and share their answers. 4 -Monitor in their breakout rooms and make sure they’re on the task without interrupting it. 5- Nominate for feedback. Then I display the answer keys.

While-Reading/#2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1- I ask the ss to read the text again to find the answers to the following questions. 2- First, I let them read the text for five minutes and answer the questions with themselves. 3- I send them in break out rooms to discuss and share their answers. 4 -Monitor in their breakout rooms and make sure they’re on the task without interrupting it. 5- Nominate for feedback. Then I display the answer keys.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1- In pairs, I let them answer the question "Would you like to join a Laughter Yoga Club? Why?/ Why not 2- I send them into breakout rooms to speak, discuss and share their ideas 3- Monitor and write down notes to correct delayed errors.

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