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In this lesson, the learners will tak about ‘how to become a milionaire’ in pairs and discuss. (W/C, F/B). In the ex. 1a, Ss will read 3 paragraphs about jobs and will try to guess the names of the jobs with the help of the vocab in bold they see. After anticipating jobs, they will check in pairs. (F/B) In ex. 1b, Ss wil match the bold vocab from ex 1a to the 1b.T will do the first exercise as an example. T will reflect vocab exercise on the board. And then, Ss will fill in the blanks with the vocab that are in the box (p.155)The definition of the vocab is hidden in the sentences.Ss will try to fill in the blanks,and will write on the board one by one. (F/B) On page 44/2a, Ss will read and answer questions individually.After that they will read the text ‘ Have you got what it takes?’ alone and check the answers they have done personally. T will write the answers on the board. Ss will discuss ‘dos and donts of milionaires’ in group work. T will monitor and support. After this exercise, Ss will discuss the question in ex 4b in groups.


Abc hand-out

Main Aims

  • To provide teaching new vocab by reading and practising with the exercises in the context of ‘ how to become a milionaire’

Subsidiary Aims

  • To provide reading text in the context of ‘milionaire’s lifesyle,habits..etc.’


INTRODUCTION TO LESSON (3-4 minutes) • To introduce the Ss to the topic

Firstly, I will write ‘How to become a milionare’ on the board and will talk about it by holding the TTT level low. Then, I will seperate them into pairs.

PRE-TEACHING VOCAB (5-7 minutes) • To enable Ss understand the job with the help of the bold vocab.

At first, I will give instruction about the exercise. The students will read 1a and there are vocab in bold. They will try to understand the paragraphs and guess the job. Teacher will monitor and support them and I will get F/B.

PRE-TEACHING VOCAB (7-8 minutes) • To make Ss find the correct vocab by reading the hidden definitions in the exercises.

I will project the exercise (personel qualities) on the board and then will give instructions. There are some vocab in the box and the definition is hidden in the exercise. They will do the exerises on their own and will write the answers on the board one by one. (W/C, F/B) Ss-Ss

PRE-READING ACTIVITY (10-12 minutes) • To make Ss brainstorm about the rading text ‘Have you got what it takes?’

They will read sentences and put True/ False personally. (W/C, F/B) T-S

READING ACTIVITY (5-6 minutes) • To make the lerners understand the text and compare their own true false answers with the correct ones according to text.

Ss will read the text alone and will work in pairs to check their answers. Teacher will monitor and will write the answers on the board after getting F/B. W/C, F/B

POST READING (4-5 minutes) • To create comprehension check questions for reading.

Ss will read the text again alone and answer the question in groups. The lines are written near the exercise. So , will do gist reading to find the answers. Teacher will monitor and help them if Ss want.

SPEAKING (2-3 minutes) • To check the Ss whether they understand the text or not and to provide Ss to speak about the topic they have red with the new vocab they have learnt.

In this part, I will give instruction first and then divide Ss into groups , they will read points as many as possible. They will discuss in groups. T monitors and supports. W/C , F/B Afer finishing activity 4a, Ss will think of milionaires they have learnt of and will speak in groups whether they agree with what the article says.

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