New lesson plan: Power and Money TP7

armmagan

Power and Money TP7 - Upper intermediate, B2 level

Power and Money TP7
Upper intermediate, B2 level

Description

In this lesson students will learn about the Masters of the Universe. It is about money and their power. Stundents will practice a reading activity (receptive skill) and they will practice speaking (productive skill). While reading and speaking they will practice some new vocabulary also.

Materials

No materials added to this plan yet.

Main Aims

To provide gist, scan and detailed reading practice using a text about the masters of the universe in the context of power and money

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of power and money

Procedure (41-51 minutes)

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

At this stage I will use a vocabulary mind map. I will write money and power on the board. Then I will ask them enlarge the mind map. They will add some words related to the money and power. This activity will help to step into the context.

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

At this stage I will tell what are we going to do and I will write masters of the universe on the board. I will ask them to make a discussion about this title if they have heard this term before. They may come up with some information. Then I will give some information about the masters of the universe. I will ask them two questions then they will quickly go over the textt they wont have too much time to read it. 1. The masters of the universe are a series of plastic dolls, but also the name Sherman has given to himself and the powerfull brokers on wallstreet. I can ask a question related to this statement. 2. We can assume the the man is happy because he is making lots of money. However in the actual novel itself he is frustrated with his home and family life. I could use this question to think of reasons that might be happy or unhappy. I can ask a question related to this.

While-Reading (10-12 minutes) • To provide students with less challenging gist and specific information reading

I will let them to read the text second time and decide if the sentences are true or false. As I go through the answers, I will ask them Why? and I will elicit the parts of the text that helped them decide.

While-Reading 2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading

This exercise concept checks some of the more difficult vocabulary in the text, with the aim of encouraging Ss to figure out meaning from the context, I will ask Ss to do it individually, then they will discuss their answers with their partners. Finally, I will give feedback in open class.

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

They will close their papers. The will not use their text anymore. They will discuss about the text. they will explain; Did you like the text? why? ıf you do something in your euphoria are you excited or bored? Is it realistic? "making 50000dollar with a phone call" Does a crime-ridden neighbourhood have a lot of crime or has it got rid of crime? what do they think about high life? Is something that is sumptuous expensive or cheap? do you want a multimillion dollar house? why? Is a handful off peple a lot of people or only a few?