Reading: What's important for you?
To read for gist and identify specific information through skimming and scanning, respectively.
To speak fluently about personal possessions using given language forms.
Procedure (32-45 minutes)
T. asks ss. "what do you thing I have in my small bag?" Ss guess then T. shows an old CD, a pink mobile phone and a black wallet eliciting the names and the colours or adjectives that describe them. T. drills the whole form " I've got an old CD/ He's got a new mobile", then highlights the pronunciation of the short from of have got/ has got. T. asks students to show one or two things they have in their pockets or bags. After open pair demo, ss. work in pairs to tell their partner about the things they have got in their hands or on their desks. T. asks ss whether the things their partner has are important for him/her or not. T. provides content feedback for the most important things people have these days.
Based on the previous activity, teacher elicits some of the adjectives that we use to describe the things we have, such as expensive and cheap. Afterwards, T. asks ss to work in pairs to do the matching activity to present the new vocabulary items used to describe personal possessions through pictures. T. will demo the one for expensive and cheap for them. When ss. are done with the activity they check in groups of four. T. monitors and gives feedback for the confusing one if they have any. T. drills an highlights the phonological features on the board for the new vocabulary items (ECDW). Next, T. introduces Sally and her grandfather Bill asking ss. to look at their pictures and guess in pairs what things are important for them. T. monitors and elicit some answers without giving feedback for this prediction activity.
T. asks ss. to read the text quickly and find the important things for Bill and Sally. T. asks the following questions: Are you going to read every word in the text? No. What word are searching for to find the answer in the text? important Ss. work individually to find the answers, then they check in pairs. T. conducts open- class feedback. Next, T. asks ss, to read for specific information to do true/ false activity. T. will demo the first one ss. They will do the activity individually then they will check in pairs. T. provides ss. with the answer key for feedback.
T. asks ss." what are the things that Sally hasn't got?" . T. elicits the answers asking ss. to underline the sentence in the text. T. uses the following questions: Does the sentence mean yes or no? Does she need to buy more CDs? T. writes the following question on the board: " What does Bill need to buy?" Ss. work individually to answer the question, then they check in pairs. T. monitors then conducts open -class feedback if needed.
T. asks ss to work in pairs to find the names for the people in class who has got black shoes/ beautiful scarf/ blue jeans/ glasses........ etc T. divides the class into two groups A and B. Each group thinks of two persons in the class and try to give clues about the person using sentences describing what they have and the other group should guess who is that person.