Lesson Plan
Teacher:
Date:
Class:
School:
Time of lesson: 50 minutes
Textbook: Going For Gold-Upper Intermediate, Longman
Unit/ Topic: Unit 8- Land of the Pharaos
Lesson Aims:
To predict content from headings
To read for specific information
To match paragraphs of a text with suitable heading
To revise the definite and indefinite articles
To focus on the correct use of definite and indefinite article
Skills: reading, speaking
Materials: textbooks, .
Methods: communicative approach
Possible drawbacks: - the topic needs careful handling as students may not have the vocabulary
needed in order to realize the reading task
Warm Up 5 minutes
Aim:
To prepare Ss for the lesson
Procedure Interaction Timing
Attendance list T-Ss 1 min
Checking HW 1 min
'You can sit down if ...' Ss-T 3 min
Materials: None
Procedure:
1. Ask the students to stand up.
2. Say 'You can sit down if ...' and finish it according to the
level of the group. (For example: ... if you've got a
brother; ... if you've never been abroad; ... if you prefer
cooking to washing up; etc.)
3. Students sit down if the sentence is true for them.
4. After a few sentences, prompt students to make up their own
sentences; or, if you've done the activity before, they can
start right away.
The last question introduces the topic of the reading task(You can sit
down if youve never been to Egypt).The activity ends when all
pupils have sat down
Activity 1 (speaking, reading,) -30 minutes
1
Aims:
To introduce the topic of the lesson
To predict content from headings
To read for specific information
To match paragraphs of a text with suitable heading
2
Procedure Interaction Timing
1 This introduces students to the theme of the article which
follows. T Ss 2 min
Pre-reading
T asks Ss to tell her of any famous man-made monuments Ss T
in their country. When and why were they built?
Who built them? Are they still used for their original purpose? PW 4 min.
Ex 2 pre-teaches some of the vocabulary in the article. In pairs and
using a dictionary Ss try to solve this exercise which requires
them to match the words in italics: buried, wonders, ray, tomb,
limestone, coffin, and spire; with their definitions.
Then, T asks Ss to close their books and dictionaries, and reads PW
aloud the definitions. Ss in the same pairs they should write down
the words being defined.
ANSWERS Ex.2 2h 3f 4c 5b 6d 7o 8a
Ss - T 3 min
This is a speed-reading task which will give students a general
idea of what the text is about. Ss read the text and try to answer
the following questions: Where can you find pyramids?, Why
were they built? They should also tell the T anything else they can
remember about the text.
ANSWERS
Ex. 3
1 Perhaps the most famous pyramids are in Egypt. Others can be
found in several places around the world, including Sudan and
Central America.
2 The Egyptian and Sudanese pyramids were built as tombs for
rulers. The Central American pyramids were temples or places of PW 3 min
sacrifice.
The idea of a heading is that it briefly summarizes what a text or
part of a text is about, using one or two key words. Using a
heading or title to predict the content of a text is a very useful pre-
reading skill which often makes a reading task much easier. In
order to do this, however, it is necessary to understand the key
words in the heading. Before students do this exercise. Therefore.
T asks them to close their books again, and write the following
words on the board: purpose, miracle, construction, future,
treasure, within, common, design, version, history, ancient,
mystery.
PW 5 min
Working in pairs, students should decide (with the help of a
dictionary) what these words mean. When they have done this,
they look at headings A-H and say what they think the related
paragraph is about.
Reading
Now Students should choose the headings for each part of the Ss- T 5 min
article on their own, and then compare their answers with a
partner. There is one heading that does not match any of the
paragraphs. They should try to explain how they chose their
answers. For example, we know that the answer to paragraph 5 is
E, A common design, because it says The shape of the pyramids
3
has been imitated around the world. Shape has a similar meaning
to design, and common relates to around the world.
ANSWERS Ex. 5 2A 3G 4B 5E 6D 7C 8F
Activity 2 (reading, speaking, writing) 15 minutes
Aims:
To revise the definite and indefinite articles
To focus on the correct use of definite and indefinite article
Procedure Interaction Timing
Students should do this exercise on their own, and then compare
answers with their partner. Ss work together with their deskmate. 2 min
One of the Ss closes his/her book. His/Her partner reads the PW
sentences aloud, either including the articles or leaving them out.
The first student should decide if the sentences sounds right. This
is a useful technique, as it removes the visual element, which can 4min
sometimes be a distraction. In many cases, what often sounds
correct or incorrect to a student is correct or incorrect.
Refer Ss to the Grammar Reference section on page 162 and T tells T Ss
them to highlight any rules that they do not already know. This ex
gives Ss the opportunity to review the use of articles in a controlled 4 min
context. If they make mistakes T refers to the Grammar reference
and gives extra explanations.
ANSWERS Ex. 1
1 0 pyramids have fascinated 0 people for 0
thousands of years.
2 The most famous of them are the three at
0 Giza.
3 Each pyramid is a tomb, built by a pharaoh.
4 Later the sun became 0 more important than the
stars in the EgYPtian religion.
5 They have stood by the River Nile for more than
4,500 years.
5 Four and a half thousand years later a different
kind of pyramid is aPPearing
Ex 2 allows Ss to practise articles in a semicontrolled process- PW 4 min
writing activity. When Ss have finished the exercise, the pairs swap
their postcards with another pair in the class.
ANSWERS Ex.2
10 2a 3a 4a 5the 6The 70 80
9 the 10 the 11 The 12 a 13 a
T Ss
Homework 1 min
To write a postcard similar to the one dealt with at exercise 2.
Ex. 3.Page76.
