Murat Turk Murat Turk

What makes you feel good?
Pre-intermediate level

Description

In this lesson, the students will read a text and talk about things which make them feel good and through this context learn to use common verbs in the -ing form.

Materials

Abc What makes you feel good?
Images?size=16&default=html Power Point
Abc WB
Abc Handout 2
Abc Handout 1
Abc Handout 3

Main Aims

  • To provide gist, scan and detailed reading practice using common verbs with the -ing form in the context of what makes you feel good.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a functional language in the context of what makes you feel good.

Procedure

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

* James Brown 30-second clip of 'I feel good.' * PP slide of things that me feel good - drinking coffee, reading history, playing golf. * Write the phrase 'What makes you feel good' on the WB. * Elicit ideas on what makes the students feel good. * Encourage them to use a -ing verb. Provide an example to illustrate.

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

Controlled activity. * Discuss some of the responses on the WB with the WC. * Get the students to choose their favourite thing to do and vote on the most popular activity. * Provide students HO1. * Ask students to complete the sentence in exercise 1. * Ask students to do exercise 2 - Fill-in with the appropriate v+ing in the space provided. * Monitor surreptitiously; correct and provide feedback if need be.

While-Reading #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Controlled activity. * Gist reading - Provide students with HO1 and allow them 1 minute to read the text. * Reading task - students will be required to complete a simple task 'How many people mention' and determine where the list of words (1a) are in relation to the text. * Provide instructions and ICQ. * Project the text onto the WB and discuss.

While-Reading #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Controlled activity. * Detailed reading - Students will read the text again and tick three (3) things they agree with most and put a cross on three (3) things they don't agree with. * They will compare with their partner and say why. * Students will then underline five (5) words and phrases they want to remember from the text. * get some feedback and encourage them note it.

Post-Reading (6-8 minutes) • To provide with an activity to expand on what they've learned

Semi-controlled activity. * Provide HO3 * Ask students to write five (5) things that make THEM feel good. * The responses will be put in a box and distributed at random. * Students will try and guess which responses belong to which student. * Feedback (time permitting).

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