Too Much Information
Intermediate (B1) level

Description

In this lesson, the students will first read a passage for gist and detail on the topic of 'information overload'. The passage will then be used to guide students' attention to the grammar of 'quantifiers' in English. This is then followed by controlled and semi-controlled practice activities that help students use quantifiers in controlled contexts of use. The lesson will end with students using quantifiers in the context of their lives, talking about 'information overload' in the modern age of information technology.

Materials

Abc Vocab gap-fill, Reading, Posters

Main Aims

  • To provide gist and detailed reading practice using a text about 'information overload'

Subsidiary Aims

  • To provide practice of lexis related to electronic devices and information technology

Procedure

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

1: Ss see SLIDE 1 of various tech devices with the key phrase: 'too much info' 2: T asks: 'When you see the phrase 'too much info', what are you reminded of 'in your personal life'?' 3: Ss speak in pairs/groups of 3 for a min or 2. 4: T takes W/C FB.

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

PART A: Context-setting 1: Show SLIDE 2 on OHP 2: Ss see TITLE & 1ST PARAGRAPH of the passage 3: Ss Google the words 'information overload' on their devices & share their answers in pairs 4: T takes W/C FB on their findings (Imp CCQ: 'Is info overload' a positive or negative concept? How do you know?)' Show SLIDE 3 if need be -- ELICIT/Get Ss to NOTICE the last sentences in the 1st par. PART B: Pre-teaching essential lexis 1: Give instructions for the vocab gap-fill activity on SLIDE 4; distribute HO1 2: Show SLIDE 4 on board; ask early finishers to come & write the answers 3: Check the answers and confirm using elicitation/CCQs

While-Reading/Listening #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

1: Show SLIDE 5 2: Ask ss to SKIM the article in 2MIN to answer the GIST question: "Does this article discuss the positive or negative aspects of information technology?" "Does the article provide a solution to the information overload?" 3: Ss share their answers in pairs/groups of 3 4: T takes W/C FB (elicit the WHY/WHERE to the answers ss provide)

While-Reading/Listening #2 (7-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1: Show SLIDE 6 2: Instruct Ss to read the passage in more detail and answer the detail questions 3: Get early finishers to come to the board and mark the answers 4: Discuss the answers W/C & finalize, asking the 'WHY' question

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

1: Show Slide 7: get the ss to note that there are 'several areas' and they'll be discussing both the positive and the negative effects 2: Get the ss to notice the 'areas of life' around the classroom 3: Put Ss in groups of 3 and assign them one of the photos on the wall; they discuss their Own Personal Experiences for 1 MINUTE before moving on to the NEXT picture 4: Time permitting, elicit some ideas before the end of the session

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