Mohammad Rasool Safary Mohammad Rasool Safary

TP five
Pre-intermediate level

Description

In this lesson, students are given practice in the receptive skill of reading accompanied by two speaking activities with one opening the lesson as a lead-in activity and the other as the post-task activity. Furthermore, the students learn the difference between two confusing lexical items. Finally, the students are given instructions as to which verbs can have two objects in their structures.

Materials

Abc matching with pictures
Abc Speaking based on visuals
Abc Reading for gist
Abc post-task speaking
Abc Multiple-choice qustions
Abc gap-fill

Main Aims

  • To provide gist and scan reading practice using a text about A different kind of bank in the context of bank, lending, and borrowing

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of modernizing a workplace
  • To provide clarification and practice of the words borrow and lend in the context of giving and receiving money
  • To provide clarification of two-object verbs in the context of lending, and borrowing

Procedure

Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

The teacher sets the context by providing two pictures with one depicting a modern bank and the other showing a Gerameen bank. T asks what both pictures show. T presents a matching exercise. Ss match the pictures with the useful expressions they can use later in their speaking. T instructs the Ss to talk about the differences and similarities between he two banks in the pictures? ICQs: 1. Are we speaking or writing? speaking 2. We talk about similarities or differences? both 3. we use the phrases on the papers or not? yes T checks the students's work WC

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

T elicits borrow, lend, borrower. profit, and make a profit. T asks Ss to see if they know what Grameen bank is. T can use the pictures to help students predict some of the information.

While-Reading #1 (1-2 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ss read to get the gist. To this end, they read to spot two differences between a Gerameen bank and an ordinary bank. Ss read the text in 2 minutes at most after which T checks the answer WC.

While-Reading #2 (8-10 minutes) • To provide students with more challenging detailed reading task

T instructs the students to answer the multiple choice questions. ICQs: How many options are right? only one How much time do you have? 4 minutes Should you underline the answers in the text? yes Ss check the answers in pairs after which pairs join to form groups in order to further speak and compare their answers. T provides the answers on board.

Reading wrap-up (3-5 minutes) • To bring the task to an appropriate end with a quick review

T clarifies the meaning using elicitation, gestures, and short definitions Ss fill in the gaps and check their answers in pairs. T asks individuals to read their answers to see if they are correct.

Grammar clarification (5-10 minutes) • To clarify a grammatical usage in the reading passage

T asks Ss to scan for the words lend and give in the reading passage. T writes the sentences on the board and elicits the grammar through the procedure mentioned in the language analysis. Ss write and read their own examples using the words send, give, and lend

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

T provides the class with a list of useful expressions and elicits examples to clarify the expressions. T does this in the context of the speaking activity. Ss work in pairs and decide what their plan is. Ss compare plans in groups of 4. T asks which plan was the cheapest and which one the most expensive. The class concludes with the teacher correcting some of the mistakes Ss made during the activity.

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