Liz Liz

English Unlimited Int U5.2
Intermediate B1 level

Description

The general context of this lesson is fate. In the first lesson, Ss will read two texts about how the writers met their partners. This will be completed as a jigsaw activity to integrate reading with speaking. If there is time, they will also look at phrases from the text using "no", such as "no way" "no chance". In the second lesson, we will look at structures for expressing future in the past and practice in talking about plans which have changed, taken from the reading texts. The Ss will listen to a story based on one of the texts about something that went wrong.

Materials

Cne1pvassxms9vywrynj engunltd int u5.2 EngUnltd_Int_U5.2
7qchf01mtwwflxfhwopp engunltd int u5.2 PPT
Lk9okuysrmyprfp5uryu engunltd int u5.2 jigsaw reading EngUnLtd_Int_U5.2-jigsaw reading
Un78wwufqfwsrn1grray engunltd int u5.2 no chance vocab EngUnLtd_Int_U5.2-no-chance_vocab
71kkbycttgcj5prn3zsq engunltd int u5.2 future in the past EngUnLtd_Int_U5.2-future-in-the-past
Aw55m9j5tzk9uii6brt6 engunltd int u5.2 picture story listening EngUnLtd_Int_U5.2-picture-story_listening
J4348snttg0tvtl1dikk engunltd int u5.2 speaking EngUnLtd_Int_U5.2-speaking
T1rwwxizswkwtx16jyh2 engunltd u5.2 reading ans key EngUnltd_U5.2_reading_ans-key
Kluf8o3ramfb9clcqshq grammar and functions analysis future in the past Analysis

Main Aims

  • To provide clarification and practice of future in the past (I was going to, we were supposed to and past continuous) in the context of plans that changed and things that went wrong
  • To provide scan and detailed reading practice using a text about true stories of how people met their partners in the context of fate and things going wrong

Subsidiary Aims

  • To provide fluency speaking practice in a story-telling, discussion and personal anecdotes in the context of fate and things going wrong
  • To provide clarification and practice of phrases using "no" (no chance, no way, etc.) in the context of fate
  • To provide gist, specific information and detailed listening practice using a text about someone's 40th birthday in the context of things that went wrong

Procedure

Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

Play Hangman to elicit "fate". Use visual to help elicit the meaning. Ask Ss if they believe in it. Ss in pairs/small groups discuss this and the question "Do you think things happen for a reason?" Monitor Take general FB - did they agree? etc.

Pre-Reading (6-8 minutes) • To prepare students for the text and make it accessible

Tell Ss they are going to read two people's stories about fate. Show visual to set context for writing competition. Check Ss know what it means. Ask Ss what the writers had write about for the competition. Ss read text from slide. Peer check. Take w/c FB.

While-Reading #1 (10-12 minutes) • To provide students with a less challenging specific information reading task

Tell Ss they are going to read the two of the winning stories. Divide the class into two groups. Show HOs and tell them group A, will read Hans' story, and group B will read Maggie's story. ICQ. Show the questions and tell Ss to read these first before reading and answering the questions. ICQ. Give out HO. Ss read questions and then the text. Ss work alone to answer the questions, then compare with a peer. Monitor and help where needed. Both groups check against an answer key.

While-Reading #2 / Speaking (8-10 minutes) • To provide students with a more challenging detailed reading task

Ask Ss to read through the stories again quickly and think about how to retell it. Ss read, Ask Ss to fold the HO so only the questions are visible. Ss in pairs practise retelling the story - 1 looks at the text to check the details and the other looks at the questions to practise. Ss change roles. Monitor and help if needed

Post-Reading (12-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned and fluency speaking practice

Tell Ss they will tell someone from the other group their story. Regroup into new pairs - A & B. Remind them not to look at the stories. Ss tell each other their stories. Monitor Ask Ss to discuss with their partners which story they prefer and why. w/c FB If time, focus Ss on the "no chance" vocabulary. Ss work in pairs to match with the meanings. Take FB and focus on MFP. Ss work together to discuss the prompts and use the TL. Monitor and take general FB.

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