Aya Mousamer Aya Mousamer

How we really spend our time
Intermediate level

Description

In this lesson, students learn about how we really spend our time. The lesson starts with a discussion about how they all think of spending their time. This is followed by a breakout room discussion where students are going to discuss their activities together. Furthermore, I am going to take them through a rapid look on the words that might be a barrier to continue reading the text. Then, they would go a quick gist reading task for quick knowledge about the text. In addition, comes the detailed reading task. Finally, there is some controlled practice through exercise 5, and other freer practice via final follow up task through exercise 1.

Materials

Abc Answer Sheet
Abc Reading and Speaking PDF

Main Aims

  • To provide gist and detailed reading practice using a text about how we spend our time in the context of Spending Time

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a Conversation in the context of Spending Time

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

To put students in small groups to discuss how they spend their time in breakout rooms. I am going to use ICQs to assure that they got the instructions clearly: 1- are you working individually? No 2- are you working within breakout rooms? Yes 3- are you talking about how you spend your time? Yes Next, to get them to the main room so they can share their feedback.

Pre-Teach Vocabulary (2-3 minutes) • To prepare students for the text and make it accessible

To discuss the following 4 words that might stop them from understanding the text: 1- leisure. 2- pensioners 3- keen on 4- take part in I am going to use CCQs to assure that they got the meaning clearly: 1- Are the "pensioners" young people? No 2- Does "keen on" mean sad? No 3- Does "take part in" means participate? Yes 4- Does "leisure" means work time? No

Reading Task #1 (gist) (4-6 minutes) • To provide students with less challenging gist and specific information about the text

I am going to put a screenshot out of exercise 2 page 9 within the presentation. I am going to ask the students to take a screen shot first on their phones for them to use it while they are in the breakout rooms. I am going to use ICQs to assure that they got the instructions clearly: 1- are you working individually? No 2- are you working within breakout rooms? Yes 3- are you talking about which country each statement refers to? Yes I am going to give them a couple of minutes to read and mark which country each statement refers to, and which are true all over the world for 3 minutes. Next, I am going to put them in breakout rooms to check and share together their answers. Finally, I am going to let them share a feedback about their private discussion for 1 minute.

Reading Task #2 (detail) (18-20 minutes) • To provide students with more challenging detailed, deduction and inference reading task

I am going to put a screenshot out of exercise 5 page 9 within the presentation. I'll ask the students to take a screen shot first on their phones for them to use it while they are in the breakout rooms. I am going to use ICQs to assure that they got the instructions clearly: 1- Are you working in groups? yes 2- Are you working within the main room? No 3- are you checking what the numbers are for? Yes I am going to give them 3 minutes read and note the significance of the numbers. Next, I am going to put them in breakout rooms to read and check together their answers for 10 minutes. Finally, I am going to let them share a feedback about their private discussion for 5 minutes.

Follow Up Task (3-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I am going to put a screen shot for exercise 1 page 8. Next, I am going to give the students time to read the statements then discuss in small groups which are true for their country and why/why not. I am going to use ICQs to assure that they got the instructions clearly: 1- Are you working individually? No 2- Which exercise you're going to work on? 1 3- are you talking about which true in general? No, only for your country.

Feedback (2-3 minutes) • To make sure that the students got the class clearly and to check with them on the whiteboard some of their mistakes.

I am going to put on the whiteboard two to three sentences they got confused about to discuss.

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