Mayar Ahmed Mayar Ahmed

Session 4.2
E4 level

Description

In this lesson, Ss express themselves and reflect on what they read or listened to fluently and formulate ideas and opinions with precision and relate their contribution skilfully to those of other speakers while learning about social issues in today's world.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of social issues vocabulary

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a discussion in the context of unknown heroes and social issues in today's world
  • To provide gist, detailed, inference and scan reading practice using a text about unk

Procedure

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

T asks Ss to look at th epic on p.26 WB to guess the concoction between the man's picture and the flag behind him. Ss share their guess in pairs then whole class feedback.

Exposure (8-20 minutes) • To provide context for the target language through a text or situation

T tells ss that they will read the text in 2 mins to confirm their guesses, then T gives feedback. Ss then do ex. 5b in 5 mins, then pair checking and whole class feedback. Then ss do ex. 5c in 4 mins, then pair checking and whole class feedback. Then ss do ex. 5D in 3 mins, then pair checking and whole class feedback. T writes the following Qs on the board or have them ready to be posted on the board on newspaper sheets: Find the pronoun reference of : he (par.1, line 6): __________ (dunant) T gives the ss 1 min for this task then asks if the following statement is a fact or an opinion: Par. 3 , quotation line 5 Answer: opinion

Highlighting (1-2 minutes) • To draw students' attention to the target language

T asks ss to read par.1 again to guess which social issue the author hints at in the paragraph Answer: Discrimination

Test (diagnostic) (3-5 minutes) • To test Ss’ current understanding and iden;fy gaps in e.g. vocabulary related to the topic

T directs the ss to p. 151 in CB and tells them that the visuals here represent other types of discrimination and that to identify them they need to match the types in ex. 1a to the visuals. T monitors to figure out the problematic TL items to teach.

Teach (clarifying) (4-10 minutes) • To deal with meaning, pronuncia;on and form of e.g. vocabulary related to the topic - with emphasis on items Ss did not know or were confused about

T teaches problematic expressions which gave the ss a hard time (Check LA sheet)

Test (controlled practice) (1-4 minutes) • To provide controlled/less controlled wriHen/oral practice of e.g. vocabulary related to the topic

Ss do ex. 1b p.151 in CB. T gives whole class feedback

Free Practice (15-20 minutes) • To provide students with free practice of the target language

T gives ss in small grps A political party manifesto (Teacher's guide p.150). Ss match the two halves of the words together then decide on the 4 main issues they want to address as a political party then write down a short plan on how to address these issues. After they are done, one rep from each grp give a short presentation to the other parties abt their manifesto. After all grps are done, Ss vote on the manifestos to declare a winner party. T gives content and language feedback.

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