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Power and Money-Lotteries, TP5
Upper-Intermediate level

Description

In this lesson, the students are going to learn the history of lottery. In the leading part there will be video about lottery. They will be aware of the topic and they will activate their schemata. there will be gist questions first, then the teacher uses jigsaw reading and divide the class in two groups. After then, there will be three facts about the passage. The students are going to decide which paragraph goes to where. In the last stage, the teacher wants them to discuss if lottery is good or bad and also wants to know if they have ever spent money on a lottery.

Materials

Abc Hand-out
Watch?v=hiupbjvc fk?size=16&default=html Video
Abc white-board
Abc projector

Main Aims

  • To provide detailed reading practice using a text about lotteries

Subsidiary Aims

  • To provide fluency speaking practice in a conversation and debate in the context of lottery

Procedure

Warmer/Lead-in (0-8 minutes) • To set lesson context and engage students

At the beginning of the lesson, I will greet my students and and play a video I have selected about lottery. Then, I will ask " What is the common point in this video?" I want them to say "lottery". Then the T asks, " How many lotteries do you know about in your country?". Then the T shows pictures of lottery types in their country from the projector.

Pre-Reading/Listening (0-8 minutes) • To prepare students for the text and make it accessible

In this stage, the teacher gives vocabulary by using ECDW and CCQs.The words will be like that "ancient, voluntary, gamble, fund, addict, exploit, lump sum, jackpot and fraction."

While-Reading/Listening #1 (0-10 minutes) • To provide students with less challenging gist and specific information reading tasks

In this stage, first of all the teacher writes gist questions on the board. The questions are these: "If you win a lottery, can you get the money in one payment?" and "Which one is addictive, lottery or gambling?". Then the teacher divides the class into two groups and gives one piece of the passage, which was seperated into two pieces, for each group. The teacher wants the students to find out the answers. After they find the answers, the teacher wants them to work in pairs, one student from first group the other student is from the second group. and discuss the passage with their friends.

While-Reading (0-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

In this stage, the teacher gives the whole passage to each student. Then the teacher writes three facts comes from different sources. The teacher wants them to read the facts again in detailed (scanning) and decide which fact probably came from which source. These are the sources: a) an encylopedia article about lotteries, b) a business article about the benefits of lotteries, c) a website about gambling addiction and the dangers of lotteries. The teacher wants the students to work in pairs. After the students categorize the paragraphs into three parts, the teacher elicits the answers from different students.

Post-Reading/Listening (0-9 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

The teacher wants the students to discuss with their friends, if winning a lottery is good or bad and if they have ever spent money on a lottery. This activity will be a mingling activity.

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