New lesson plan: The great impostor

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The great impostor - Upper Secondary 3 level

The great impostor
Upper Secondary 3 level

Description

Ss engage in a reading activity on the topic - the great impostor. They arrange the text in order of the story, answer a few questions and discuss about the character. Through the reading text they are also introduced to a few collocations. Later, tr. uses the test - teach- test method to clarify and review use of so, to and because. Tr. gives Ss a written task and asks them to fill in gaps with so, to or because. During feedback and error correction, tr elicits the use of so, to and because. Ss then engage in a speaking activity. They are instructed to make sentences with the help of flash cards, using so, to and because.

Materials

No materials added to this plan yet.

Main Aims

For Ss, to clarify and review use of so, to and because in the context of the great impostor.

Subsidiary Aims

For Ss, to review collocations in the context of the topic - impostors.
For Ss to practice and improve reading for specific information and to draw inference from the text based on the topic - the great impostor.

Procedure (57-74 minutes)

Lead in (5-6 minutes) • To activate students' schemata

Tr questions Ss - How could you make fast money? Ss discuss this question in pairs and share their answers with the class. This leads into the reading activity on impostors.

Pre reading task (7-10 minutes) • To unblock vocabulary related to the text on impostors

Tr dictates a few sentences on Barney. Ss write them and arrange them in order. PC and WCFB is done . Then, tr. checks meanings of verbs in the sentences through CCQs.

Reading Practice (8-10 minutes) • To practice reading for specific information and to draw inference from the text on impostors.

Task 1: Ss are given the text and are asked to arrange them in order. PC and WCFB are done. Task 2: (reading for specific information) Ss are given questions based on the text and are asked to choose the correct options. PC and WCFB are done. Task 3: (reading to draw inference) : A few questions are displayed on the board and Ss are asked to discuss answers orally in pairs. They share their answers with the class.

Post reading activity (8-10 minutes) • For Ss, to clarify and practice collocations in the context of impostors

Ss are divided into two groups. Group A are given verb cards and group B are given phrases cards. They are to find the correct match. Once the task is completed, tr checks the meanings of the collocations by asking CCQs. Tr. asks Ss to think of words that go with play and make.

Language Input: so, to, because (15-20 minutes) • For Ss, to clarify and practice so, to, because in the context of impostors

Test: Ss are given a handout and are asked to fill in gaps with so, to or because. Ss check their answers with each other. Tr asks Ss to nominate each other and share answers with the class. Teach: Tr. asks Ss to look at the sentences and reason out why they have used so or to or because. Tr. elicits the purpose of these words from Ss by asking questions. Test: Ss are given a passage with missing words and are asked to write so, to or because and complete the passage. PC and WCFB are done.

Controlled speaking practice (7-9 minutes) • For Ss, to review and practice use of so, to and because in the context of impostors.

Ss work in pairs. Each pair is given flashcards with phrases. They are to complete the sentences using so, to and because. The pair that makes the maximum number of sentences in 4 mins is the winner!

Less controlled speaking practice (7-9 minutes) • For Ss to practice speaking fluently using the target language in the context of impostors

Ss work in pairs. They are given 3 situations. Ss are instructed to read them and discuss the following: Why do people tell lies about their lives? When might you tell a lie? Ss share their answers with the class.