hait allah houda hait allah houda

Right places,wrong person
pre-intermediate level

Description

In this lesson, students will do some vocabulary activities in the context of a bad holiday experience. Students will do a reading for gist and speaking activity to practice deducing the meaning through the context of a holiday that went wrong.

Materials

Abc jigsaw activity

Main Aims

  • To provide Ss with practice in reading for gist, specific information and detail, to practice through the context of a holiday that went wrong.

Subsidiary Aims

  • To practice vocabulary and speaking trough the context of a bad holiday experience.

Procedure

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

I will stick some pictures about a holiday on the wall and let them tell me what they symbolize; I will ask the students to walk and chose one picture and one place they like and why. ICQs: How many pictures do you choose? One…. - SS have to talk with their partner why they choose that specific picture. - share their reasons with the class.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

1/I will show students a picture of a suite case, an airplane and the Maldives Island and ask them: • What do you see in this picture? • Do you know where it is located? • Have you ever been here? • What people do in this place? 2/I will display a picture of suite case, an airplane the Eiffel tour and ask them: • Have you ever been to Paris? • Tell me about your favorite place to visit? • Have you ever been on a holiday outside turkey? 3/My ICQs will be: • Do you have to write or talk? You Talk • Individual or with partner? With partner • How much time do you have? 2 minutes 4/I will ask some Ss to give me a report about his/her partner.

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

1/ I will give Ss a jigsaw task: I will put the pictures on page 152 with some scrambled cards and they have to match the activity to the picture in pairs. After giving instructions I will check with ICQs Teacher ICQs: • Do you have to write or talk? You Talk • Individual or with partner? With partner • How much time do you have? 10minutes 2/After that we check answers together and. - I will give them the next jigsaw reading task I will put them into two groups group A and group B and each read just one text I will encourage them to try to guess new words, and have to answer using the questions below and do not give answers yet, monitor and answer in groups only.

While-Reading/Listening #2 (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will tell students to sit face to face and with their partner then tell their partner about the text they read using the questions they have from 1 to 5 to help them remember important details.

while-reading 3

Now I will get Ss to read the text they haven’t read before in pairs, they should try to guess the meaning of the highlighted words, after that we will drill the words together individuals or coral.

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

I will ask them: Try to think about a holiday you have had and you were not happy about it I will give them 3 minute to think about it and then I will ask them to discuss it in pairs and tell their partners about it, and then share it with the whole class

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