To enable students develop their reading skills for specific information and detailed understanding in the context of advertisements about two translators.
To enable students to better understand and use modals of ability: can / can't.
Procedure (45-55 minutes)
- Hand out the pictures of the translators. - In pairs Ss discuss about the machines. What are they? What do they do? What can you do with these two machines. Monitor them to check ss are on the task. Elicit the answers from the students. Possible answers: language machines/ electronic dictionaries/ translators
Hand out the table sheets. Individually ss look at the pictures of the language machines. Tell them to guess what they do. Use mime to check the new phrases: you type a word, has a microphone, has a clock etc. Ss put the phrases into the columns by guessing. In pairs ss compare their predictions. Ss describe the machines each other in turns. (Don't confirm answers yet.)
Hand out the reading texts. Ss skim the text about the translators individually. Ss put their answers on the table. Monitor them to chech they are on the task. In pairs ss compare their answers. Elicit the answers from the students. Show the answers on the board and ss check them. In pairs ss describe the machines each other with correct definitions this time. Nominate students to check the task.
Pair-work Tell ss to turn down their reading texts. Hand out the strips Ss try to remember which information is relevant to which machine. Ss match the information with the correct machine. Monitor them to check that they are on the task. Tell ss to turn up the reading texts. Ss read for detailed information to check that their matchings are correct or not. Monitor them to check that ss are on the task. ıf needed, help them. Elicit the answers from the students.
In groups of three Ss decribe their mobile/smart phones to their friends in the group respectively. -What can you do with your mobile/smart phone? -What can't you do with your mobile/smart phone? Monitor ss and check them that they are on the task. If needed, help ss. Take note of ss' good language and bad language. Feedback: (if any) Write good language or bad language samples on w/b Elicit the correct answers or reformulations from the students.