Mansoureh Vahedahmadian Mansoureh Vahedahmadian

Mansoureh8
Upper-Intermediate level

Description

In this lesson, the students will be engaged in the topic of online crime. They are going to read a text about online crime. They will read it at least two times, once for gist and once for detail.

Materials

Abc Reading part a, page 76, English File Upper-intermediate Student's Book
Abc Reading part b, page 76, English File Upper-intermediate Student's Book
Abc Reading part c, page 76, English File Upper-intermediate Student's Book
Abc a list of vocabularies to be matched with their definitions
Abc Speaking page 77, English File Upper-intermediate Student's Book
Abc Two photos from google
Abc The 'Crime online' reading, page 77, English File Upper-intermediate Student's Book

Main Aims

  • Reading for gist, reading for detail

Subsidiary Aims

  • To clarify some lexis in the context of 'crime', to provide speaking practice in the context of 'crime'

Procedure

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

At the beginning of the lesson, I will ask the students to look at two photos and try to guess what the text is going to be about.

Pre-Reading (5-6 minutes) • To prepare students for the text and make it accessible

I will give the students a list of vocabularies which are necessary in order to understand the text and will ask them to match the words with their definitions. Then they will check the answers with their partners and after that they will go to the board and write the answers. Then I will ask them to repeat the words after me to make sure they have no difficulty with the pronunciation.

While-Reading#1 (5-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will ask them to read the text once and choose the best summary of the writer's opinion. Then they will check with their partners and share the answer with the class. Then they will discuss why the other options are not appropriate.

While-Reading#2 (7-8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The students will read the text again and answer some detailed questions. Then they will check with their partners and share the answers with the class.

Post-Reading (9-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

At this stage the students will be asked to share their personal ideas about the topic in the reading with their partners. Then they will share their opinions with the class.

Freer practice (9-10 minutes) • To provide the students with speaking task

In case there is extra time, I will ask the students to discuss the questions in speaking part in pairs. Then they will share their ideas with the class.

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