sajad sajad

TP5
Upper-intermidate level

Description

In this lesson, Ss will start with a matching activity to get familiar with the topic. Then the T will present some blocking words. Ss are going to read a text to skim and scan it. Finally, they are going to talk about the text and their own ideas.

Materials

Abc HO1 (©English file, upper intermediate, third edition, oup)
Abc HO2 (©English file, upper intermediate, third edition, oup)
Abc HO3 (©English file, upper intermediate, third edition, oup)
Abc HO4(©English file, upper intermediate, third edition, oup)
Abc HO5(©English file, upper intermediate, third edition, oup)
Abc HO6(©English file, upper intermediate, third edition, oup

Main Aims

  • To provide gist, deduction and detailed reading practice using a text about music in the context of music for an alien

Subsidiary Aims

  • To provide clarification of music words and emotions in the context of music

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I'll start the class with greetings and then group the Ss. + Instruction : " in your group match these words with the pictures" + I'll give them HO1 + Ss will check their answers with their partners. + Feedback: I'll write the answers on the board.

Pre-Reading (4-5 minutes) • To prepare students for the text and make it accessible

+ I'll group Ss and give them HO2 which includes three questions: Think of a song or piece of music that you remember hearing and liking when you were a child. a) Where did you first hear it? b) How old were you? d) Why did you like it? + Feedback: I'll ask one student from each group to talk about their group mates

While-Reading#1 (6-7 minutes) • To provide students with less challenging gist information reading tasks

+ Ss will read a text so as to answer a question. + Instruction: " read the text and answer the question individually" + I'll set a time limit (3 min) + ICQ: " Are you going to read it alone or with your friends? [alone]" + I'll write the question on the board: - Why did the writer choose this title? +I'll give them the text + Ss will check their answers with their partners. + WCFB

While-Reading / vocabulary deduction #2 (6-8 minutes) • To provide students with more challenging, deduction and inference reading tasks

+ Ss will read the first paragraph in order to find words or phrases meaning. + Instruction: ' read the first paragraph and fill the blanks with the appropriate word individually' + I'll set a time limit ( 4 min ) + ICQ (if needed) : 'Are you going to do it individually or with your partner?' + I'll give them HO4 + After reading individually, Ss will check their answers with their partners. + Feedback: I'll put the answer key on the wall and ask them to check their answers

While-Reading #3 (6-8 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

+ Ss will read the rest of the text in order to answer some detailed questions. + instruction: ' read the text and answer the questions in your own words individually' + ICQs:( if needed ) 'Are you going to do it alone or with someone else?' + I'll set a time limit (5 min) + I'll give them HO5 + Ss will check their answers in pairs. + Feedback: I'll give them Answer key.

Post-Reading (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss will have a discussion about the text. + I'll instruct them to mingle and ask each other questions + Instruction: ' walk around and ask each other these questions bout Austin' - Imagine you were going to recommend music to Austin. Which.. song or piece of music composer band would you suggest? singer + I'll set the time limit (6 min) + I'll give them HO6 + While they are talking, I will take some notes of their mistakes + After 6 min, I'll ask them to get back to their seats and I'll do a WCFB + I'll write their mistakes on the board and correct them with their own help(eliciting the correct form)

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