Rana Rana

Getting up early
Intermediate level

Description

In this lesson the students are going to listen a radio show about getting up early and know what Tom Powell does in the morning and different parts of his day.

Materials

Abc American English File Student's Book
Abc board
Abc picture
Abc Audio File

Main Aims

  • To provide detailed listening practice using a text about getting up early in the morning in the context of a boy talking about the the things he does during his day with exact time and why it’s good to get up early.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of three reasons why it’s good to get up early and what advice the host gives to people who have problems getting up early.

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

The teacher will talk about her mornings then the students will be asked about what they do in their mornings every day and whether they like to wake up early or not .If their answers are yes,the teacher wants them to explain why it’s good to get up early and what they do in early mornings.

Pre-Reading/Listening (2-3 minutes) • To prepare students for the text and make it accessible

The students will be informed about the meaning of the following vocabularies used in the text and their structures by giving them a pice of paper in which the new vocabularies are written and their pictures are existed above it. Every students read it one by one and the teacher writes them on the board , explains them and gives their structures and meanings by making sentences. exercise-useful-spend-instrument-get up-wake up.

While-Reading/Listening #1 (4-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The teacher writes some questions and times on the board then wants them to speak about what Tim Powell does at these times/for these periods of time. 30minutes, just before 9:00 a.m, 9:00 a.m, 5:20 a.m on Thursday: 70 hours. The students will listen to track and try to answer .The answers will be checked with whole class. Students will need to support their ideas if they come up with different answers.

While-Reading/Listening #2 (5-6 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students will be asked to read the questions on page 81 part b and then the audio file will be played again. The students need to answer why Tim gets up early.They will have 1 minutes to check their answers in pairs then we will check the answers with the whole class. In part c students listen to second part of the show then complete three reasons why it’s good to get up early.Teacher should write the correct answers on the board by asking the students to help her. In part d students should answers the following questions by listening again. What examples does the host give to explain each reasons? What advice does he give to people who have problems getting up early? The students will need to support their ideas if they come up with different answers.

Post-Reading/Listening (2-3 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students will be asked to talk to each other in groups of 3 or 4 about if they think getting up very early is a good idea? If they got up an hour earlier, what would they do with their extra hours?

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