New lesson plan: Never Give up Lesson

Angela

Never Give up Lesson - Intermediate level

Never Give up Lesson
Intermediate level

Description

In this lesson, students will develop their detailed reading skill based on the text about two disabled sportswomen who didn't give up. The lesson will start with a discussion about people who have become successful in very difficult circumstances. This will be followed by a jigsaw reading activity with later highlighting some useful vocabulary from the text. As the productive stage of the lesson, students will have a discussion about disabilities.

Materials

Eniqhsxsrbacinw83bid they never give up lesson

Never Give up PPT

Reading HO

I3slpi2qqosddbsdh4cj speaking disabilities

Speaking cards - Disabilities

Never Give up PPT

Reading HO

Speaking cards - Disabilities

Main Aims

To provide detailed reading practice using a text about two disabled sportswomen who didn't give up.

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of disabilities.

Procedure (37-45 minutes)

Lead-in (4-5 minutes) • To set the lesson context and engage students

• Project Slide 1. • Get SS to discuss in pairs what the people in the photos have in common. • Do open class FB.

Pre-Reading (4-5 minutes) • To personalize the topic and prepare students for the text

• Get SS to think of anyone they know or a famous person who has been successful in very difficult circumstances. • In pairs, get them to share their stories • Elicit a couple of answers. • Elicit what the topic of the lesson is (Slide 2)

While-Reading # 1 (12-15 minutes) • To provide students with detailed reading

• Project Slide 3. Focus on the photos and ask SS what's unusual about the 2 women. • Focus on the instructions, and make sure SS understand the questions in the chart. • Put SS in pairs, give them time to read the 2 texts (As - about Natalie; Bs - about Bethany) and complete the chart. • Warn SS not to look at the other text. • Get SS to use the chart to tell each other about the person they have read about. Encourage them to give as much detail as they can. • Monitor the class to provide help. • Get SS to swap roles. • Now get SS to read the s

While-Reading #2 (8-10 minutes) • To highlight and clarify useful language for coming productive stage.

• Get SS to read the text they haven't read yet and underline 5 words /phrases they don't know or want to remember in either text. • Elicit the meaning. Write on the board. Drill.

Post-Reading (9-10 minutes) • To provide students with an opportunity to respond to the text and expand the topic.

• Tell SS they are going to have a discussion about disabilities in pairs. • Say they will have cards with questions; they will choose 4 or 5 questions they would like to ask their partner, read them attentively, make sure they understand them and practice quietly. Then, they will ask each other the questions in natural manner. • Tell SS they shouldn't read the questions from the cards but can look at them sometimes. • They can add their own questions if they want. • Do open class FB and DEC.