Kamila Mammadova Kamila Mammadova

Kamila Mammadova TP-7
Pre-Intermediate level

Description

In this lesson student will practice present simple and adverbs of frequency through the reading text in the context of "building networks".

Materials

Abc HO-1
Business networking business card 174601291 56b08fb33df78cf772cfb633 HO-2

Main Aims

  • To provide gist, scan, detailed, deduction and inference reading practice using a text about how networking leads to change in the context of building networks

Subsidiary Aims

  • To provide review and practice of present simple and adverbs of frequency in the context of building networks

Procedure

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

-T writes headline on the WB (building networks) -T gives a time Ss to discuss headline -T brainstormings with WC -T writes few vocabulary related to the context and write them on the board for further clarification

Pre-Reading/Listening (5-10 minutes) • To prepare students for the text and make it accessible

-T asks Ss what does mean an ant and elicit the answers -T focus Ss to the photo (HO-1) and asks Ss to guess the link between "building networks" and the headline of the reading text "how does an ant change jobs?" -T gives a time to Ss to work individually and write down three words that they think is related to networking and the ants -T asks peer checking the vocabulary they wrote -T elicit answers and clarify (pronunciation and meaning) needed vocabulary on the board if they are in the text

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading tasks

-T gives 2 minutes for a gist reading and asks Ss to find individually 1. Who is the biggest ant? 2. What is the ant's job? -ICQ: will you work alone?; How many minutes do you have? -Peer checking -Eliciting -For scanning, T asks Ss to match the words to their definitions in ex 3 in pairs -Ss check their answers with other pairs -Eliciting

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

-T focus Ss to the ex.4 and give them a time to read about it. -T asks Ss to read the text again and answer the questions in a group -T gives a time for peer-checking and discussion -T elicit the answers

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-T focus Ss to ex.5 and give time to read the question -T use CCQ before the start of task -T ask Ss to discuss in pairs -T change the partners -T monitor Ss

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