Nada Hesham Nada Hesham

Caffeine
Intermediate level

Description

In this lesson, Students will focus on receptive skills of reading & listening and the class will have a productive skill of speaking & writing. There are three stages for this reading lesson: pre- reading, while reading and post reading. The lesson starts with a lead in activity and I will introduce the topic to the students by asking some questions. Then students do the reading and answer detailed questions about the reading text. This is followed by pre teaching necessary vocabulary from the reading text, then they play roles of a doctor and a patient to practice speaking as students will have discussions in groups related to the topic of the reading text.

Materials

Abc PPT Slides

Main Aims

  • To provide a detailed reading practice using a text about Caffeine, it’s benefits and harms, the symptoms and recommendations for consuming.

Subsidiary Aims

  • To develop listening, reading and writing skills.
  • To provide fluency in a class discussion.

Procedure

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

1- I will show them pictures on the PPT for: coffee – tea – soft drinks – energy drink (red bull) – cocoa powder. (If we were in real class, I would bring empty containers and cups for the previous drinks and put each student’s most favorite in front of him. 2- Then say: "I drink coffee once everyday, tea twice a day and Pepsi once a week, usually I drink hot chocolate in winter and I never drink red bull, what about you?" and receive their answers. 3- I will ask them: "Do you think there is something common in these drinks?" and receive their answers.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

I will make an activity; I will ask them to choose the best answer: 1- What kind of people should not drink coffee? a. Pregnant women, children, people with coronary heart disease or peptic ulcers b. Teachers, students, people who practice sports c. Sick people, adult people, people who have problems to sleep d. Dentists, patients, and people who are on a diet Key answer: A 2- What foods contain caffeine? a. Chocolate b. Tea c. Some soft drinks d. All of the above Key answer: d

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will break up the students into 3 groups and assign a paragraph of the text to each group as follows: Group 1: Read the 1st paragraph "Caffeine". Group 2: Read the 2nd paragraph "Symptoms". Group 3: Read the 3rd paragraph "Recommendations" Then we will be back to the main room and every group will tell the whole class about the summary of their assigned paragraph.

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will ask them to read the whole text and as they read the text, they will answer these questions: (They will Imagine checking answers with their peers then with the whole class) Read and decide if the statements are true (T) or false (F), according to the article: 1- Coffee helps to heat the body of a person. (T) 2- Caffeine has a fast process in the body. (T) 3- Caffeine may be used as medication because it helps to cure migraine headaches, fatigue or drowsiness. (T) 4- If you only drink three cups of coffee daily you may not have health problems. (F) 5- Excess in caffeine for pregnant women may lead to miscarriage. (F) Then we will be back to the main group and I will check the answers with them.

Post-Reading/Listening (3-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I am going to ask them about the meanings of the highlighted words in the text; "stimulant / acceleration / diminish / stimulate / abrupt withdrawal" then receive their answers. We will go to the Jam board where they can match the word with a relative meaning, They will do this in 2 groups.

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

Students will be given a processed follow-up task. In the first step of the task, they will be divided into three groups so they can interview with their classmates, play the roles of a doctor who advices the patient who consumes large amounts of caffeine using the data they have collected from the text and write 3 advices in the google document. Finally they are back to the main room and I will give feedback to them. I will concentrate on their grammar and using different ways to give advice (should, ought to, 'd better to, have to, It's advisable..etc.).

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