Chuchelka Chuchelka

The Simpsons
Intermediate level


No materials added to this plan yet.

Main Aims

  • To provide gist and detail reading practice using a text about the Simpsons in the context of giving opinion about movies and series

Subsidiary Aims

  • To provide fluency speaking practice in a presentation in the context of of a movie or a series


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

1. Show the picture of the Simpsons. In pairs discuss what you know about this and what associations you have with "The Simpsons". Draw a spider’s gram and elicit at least 6 ideas.

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

1. Pre-teach unknown vocabulary. 2. Look at the document. What is the type of this text? Where is it taken from? Discuss with your partner. concept check: SS will provide the main idea and reasons why they know it from the text.

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

1. Grammar. Underline three phrases to express your opinion. (I think, I hope, I'm saying.) 2. ex. 2: Ss individually scan for specific details about the text (3 mins) and check with the partner. Find the English for the following words. 3. CCQs by elicitation. dim-witted: if a person is dim-witted is he intelligent? spiky-haired: Is hair nice and tidy? Does such hair stands up on top of your head or lie down? Does this hair point in one direction or many directions? show pictures: which hair is spiky? to have a knack for smth: if you have a knack for smth. do you do it well? Are you good at it? Is it easy or difficult for you? Did you learn it or do you have it naturally? used to be: do we talk about one action or repeated actions? Did this situation exist in the past? Does it exist now? Do they happen now? Is it true now? Does this form change? I, you, they, ....used to...? used to.. ; 'I used to smoke'.Are we talking about the past, present or future? PASTDid I smoke before? YES Did I smoke regularly? YESDo I smoke now? NOWhat happened? I GAVE UP Personalised questions once understanding has been established:Have you ever smoked?When did you give up?How difficult was it?What did you use to do 5 years ago that you don't do now? witty: is it about clever humor or stupid humor? If a person is witty: does he make others laugh? Would he be a good guest at a party? Is it because he's clever or silly? How does he make people feel? What does he make people do? Do you like witty people?' (why / why not?) Do people think you are witty? Can you think of a witty person you know?eg Grammar: used to.. ; 'I used to smoke'.Are we talking about the past, present or future? PASTDid I smoke before? YESDid I smoke regularly? YESDo I smoke now? NOWhat happened? I GAVE UP to go downhill: If something goes downhill, it becomes better or worse? more successful or less successful? Is it good when things go downhill? What do you feel when things go downhill? Are you happy when things go downhill? Does it ever happen to you? What do you do when things go downhill?

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

Ss read individually intensively for detail and deeper content from the text. After 5 minutes Ss share in pairs and explain why. OC check.

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

1. ex. 7 p. 16 2. ex. 8, p. 16

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