malaka faisel malaka faisel

Body clock
upper-intermediate level

Description

In this lesson, the ss will do many reading tasks.Firstly, they will discuss a a question that is related the main theme of the " What do you know about body clock?".Next, the ss have to match some new vocabulary with their meanings.After that, the learners have to answer many questions which are related to the main topic. After that, they check their answers and compare them with the main text.Then, they scan for some information according to some given statements, and they discuss these sentence by asking each other some related questions. Finally, the ss discuss some general questions which mainly deal the main idea of the whole lesson.

Materials

Abc the student’s book
Abc power point slides

Main Aims

  • To provide scan and detailed reading practice using a text about body clock in the context of daily life

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a discussion in the context of body clock and daily life

Procedure

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

-T greets Ss and asks to talk in pairs about body clock -Ss talk in pairs, and T monitors. -T gets feedback from Ss and comments accordingly.

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

-T highlights the meaning, form and pronunciation of .Puberty,Dementia,Groggy and insomnia. -T asks CCQs to check understanding. -T asks Ss to work individually and match the words p.(124-125) -Ss work individually. T monitors to check if Ss on task, and provides support if needed. -T asks Ss to check in pairs, and then displays the AK.

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

-T asks Ss to work individually to talk about the best time of doing some daily activities and their relationship with the body clock. -T asks ICQs to make sure that Ss know what to do: 1-Are you working individually or in pairs? (individually) 2-Will you think of these activities or their relationship with the body clock? (with body clock). -Ss do exercise 2, T monitors and provides support if needed. -T asks Ss to work in pairs and talk about the given activities. -T monitors, and when Ss finish, T get feedback.

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

-T asks Ss to read the text and do the exercise which mainly contains 10 statements from the text .So, all they need is just to find the reasons for them and pick main and basic ideas. -Ss read, T monitors from distance, and then gets feedback from Ss. -T asks Ss to read the text and choose the correct anwers. -Ss do the exercise and then check in pairs, T checks answers.

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

the T asks the ss many questions which are related to body clock and whether this information about body clock will affect their later on life or not.

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