Abboud Abboud

TP 7a
B1 level

Materials

Abc Audio recording
Imghp?hl=ar&tab=wi?size=16&default=html Pictures
Abc Video
Abc WB
Abc Flash Cards
Abc Cut up collocations

Main Aims

  • To provide gist, scan and detailed reading practice using a text about making decisions

Subsidiary Aims

  • To provide specific information listening practice using a text about making decisions in the context of out to lunch
  • To provide fluency speaking practice in a making decisions in the context of out to lunch

Procedure

Warmer/Lead in (4-6 minutes) • To set lesson context, engage the Ss and rise their interest in the topic.

T shows Ss a picture of his favorite restaurant and asks Ss to guess about it. Ss discuss in a minute in pairs. T tells Ss this is the picture of his favorite restaurant and tell them a his short story with his wife about this restaurant saying that he can't make a decision. T writes decision on the WB asking Ss to guess its meaning. T attract Ss attention to the point that we say MAKE decision not DO decision. CCQs: 1- Is the decision a choice? yes. 2- Do you make a decision or do a decision? make a decision.

Pre-reading (4-5 minutes) • To stimulate an interest in the topic of the lesson in context of out to lunch - decision.

T tells the Ss , you are going to watch a video about three friends (Elena, Kevin and Dean), looking for a restaurant to eat. CCQs: How many people are there in the video? 3. What are their names? Elena, Kevin and Dean. Instructions: Watch the video and tell your partner (what does Elena like?) ICQs: Do you want to tell your partner what does Kevin like? No. Ss watch the video and tell the answer to their partners. Ss discuss in groups. Ss discuss with T. T tells the Ss that she likes COFFEE.

While-reading/ Task (1)/ Reading for gist (3-5 minutes) • To give the students a reason to read fast and encourage them to find out the main idea of the text.

T gives instructions Instructions: Read the text individually and choose the best title for the text. T hands HO1. Ss read the answer individually. Ss check their answers in pairs. As a feedback. T chooses a S to write the best title on the WB.

While-reading/ Task (2) Scanning (6-7 minutes) • To provide an opportunity for the Ss to move their eyes quickly over the text to locate a specific piece of information.

T gives the instructions. Instructions: read the text individually and answer the following questions. Do not worry about the meaning of the words you do not know. ICQs: Is it important to know the meaning of every single word? No. Ss read the text individually and answer the questions. Ss check their answers with their partner. Ss discuss the answers with T and they writ the answers on the WB.

While-reading/ Task (3) reading for details. (7-9 minutes) • To develop their reading for specific detail.

T gives instructions. Instructions: Read the text individually and answer the following questions. T hands Ss HO to answer the questions. Ss answer the questions individually. Ss check their answers in pairs. Ss discuss their answer with T and write the correct answers on the board.

Post-reading / Listening and speaking (controlled practice) (4-6 minutes) • To provide with an opportunity to further practice of the TL through listening and speaking.

T asks Ss to pay their attention to the audio recorder. Instructions: Pay attention to the audio recorder and repeat by the same way you listen. ICQs: Are you going to listen or listen and repeat? listen and repeat. Ss listen and repeat.

Freer practice (8-9 minutes) • To provide an opportunity for the Ss to practice speaking for fluency.

T asks the Ss to imagine themselves in his situation with his wife and to make decision about the restaurant they like using I like and I do not like in pairs. Ss discuss in pairs. Ss changes their partner after 4 minutes.

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