Aldo Azael Aldo Azael

TP 1 Beneficial apps
Upper-Intermediate level

Description

To enable students to develop their reading skills for gist and detailed understanding in the context of reading an article about beneficial apps.

Materials

No materials added to this plan yet.

Main Aims

  • To provide gist and detailed reading practice using a text about an article in the context of beneficial apps

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of beneficial apps
  • To provide clarification of advantages and disadvantages in the context of beneficial apps

Procedure

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

1. T shares a slide on the screen 'What is your favourite app?' 'What is the most useful app?' - FB. T prompts ideas and previous knowledge from students - Ss are sent in pairs to BOR do discuss the following question 'Can apps help people around the world?'

Pre-Reading/Listening (6 minutes) • To prepare students for the text and make it accessible

MEANING & FORM 1. T shares slide 'It’s better for kids to do the chores with GAMIFICATION.' CCQ: Is gamification enjoyable? Yes 'What a HASSLE-FREE day I had at my job today!' CCQ: Is having a baby hassle-free? No 'What is the recommended daily ALLOWANCE of vitamin A?' CCQ: Does allowance refer to an infinite amout or a restricted amout? A restricted amount 'I can’t believe this is so cheap, there must be a CATCH!' CCQ: Are catches inconvenient? Yes 2. And ask Ss to match M and F to the items. PRONUNCIATON 1. Model the words 2. Ss identify stress 3. Ss repeat words

While-Reading/Listening #1 (6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

1. Instructions: Quickly read the text 'Apps that make a difference' and answer the questions 'Do these apps help people?' 'Do the apps help the people that downloads them?' 'Do you receive money by installing them?' ICQ: Are you going to read the text quickly or slowly? Quickly

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

1. Instructions: Read the text again more slowly and match these sentences with the correct app or apps 'This app does not consume your battery power' 'What app was created by scientists?' 'Your phone needs to be charging while using this app.' 'What app was created by Micah Davis?' 'Which app shows you options to choose from?' 2. T give the first answer (HTC power to give) 3. Instructions: Compare with your classmate your answer 4. T sends Ss to BOR for 1 min

Post-Reading/Listening (15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1. Instructions: OK, now we are going to talk about beneficial apps 'Which of the apps from the text would you prefer to try?' 'Do you know of any other apps that make the world a better place?' 'If you desgined a beneficial app, what would it be about?' ICQ: Are you going to talk about entertaining apps? No 2. T sends Ss in groups of three to BOR

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