Michael Youssef Labib Michael Youssef Labib

TP7
Intermediate level

Description

In this lesson students will practice their reading and speaking skills to talk about different things they can't live without.

Materials

Abc Handouts
Abc Board
Abc Cutting Edge Intermediate, student's book pp 80-81
Abc Answer keys
Abc Markers

Main Aims

  • By the end of the lesson students will have practiced reading for gist and detailed comprehension.

Subsidiary Aims

  • To practice speaking in the context of things we can't live without

Procedure

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

I will tell students a story that gets them interested in the passage. The story mainly is about forgetting my phone at home and I will introduce the topic, "things you can't live without", through this story. I will ask students "have you ever been through a similar situation before?". I will give them a chance to talk to each other, in pairs, about these situations. I will ask one or two students directly and use follow-up questions.

Pre-Reading/teach vocabulary (5-8 minutes) • To prepare students for the text and make it accessible

I will tell students that before we read the article there are a few words and phrases they need to know first. I will teach those words and phrases: anti-social /ˌæntiˈsəʊʃ(ə)l/ fill the time /fɪl/ /ðə/ /taɪm/ star at /stɑːr/ /æt/ flick through /flɪk/ /θruː/ text speak /tɛkst/ /spiːk/ technophobe /ˈteknəʊfəʊb / I will tell students 1-2 sentences for each phrase/word to elicit the meaning. I will then use CCQs, if needed, to make sure they all understand it. I will then drill those words and finally I will write them on the board. I will end this stage by telling them that they will be reading an article about someone who doesn't like technologies.

While-Reading #1 (5-8 minutes) • To provide students with less challenging gist task

I will hand them paper-sheets with the article and the gist question. I will give them 3 minutes and tell them to read the article quickly and match the headings below with the seven paragraphs. I will use ICQs to make sure they understand my instructions. I will then ask them to compare their answers in pairs, and ask a few of them about the answers they came up with. Then go to check their answers on the answer sheets placed on the walls.

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

I will hand out paper-sheets with five questions on them. Those are detailed comprehension questions. I will ask students to read the article slowly and that they have 10 minutes to answer these questions. I will use ICQs to make sure they understand my instructions. They will be working individually first, then they will discuss their answers in pairs. I will then provide them with answer sheets.

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

I will ask students to discuss the following questions in small groups 1- Do you think the author is male or female, young or middle-aged? what makes you think this? 2- Do you agree with him/her or do you think he/she is living in the past? why?

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