Stage

Procedure

Warm-up/ Allowing for Latecomers

Play Blooket to review the vocabulary from Reading 1

Review of Language from the previous lesson

Board Race (for the vocabulary from Reading 1)

Lead-in

Imagine you are going to create a social enterprise.  What problems in your city are you concerned about?  What business could you create to solve these problems?

Gist Question

p.17 Exercise B.  (Direct students' attention to the question on page 17, and instruct them to keep this question in mind while they read the text.  Possibly keep the question displayed on the projector while students read the text.  Then direct the students to return to page 4.  Play track 1.2.  Students listen while they follow along and read in their textbook.  Then they discuss Exercise B together.)

Detailed Comprehension Questions

p. 17 Exercise C

Reading Skill

Faulty Printer (Careful Reading at the Local Level, Focus: Sentence analysis + predicting)

Direct students to close their books.  
Show them a copy of the worksheet.  Tell them there was a problem with the school computers, and that consequently the last word from each line was deleted, and you will need their help to guess the last line.

Display the worksheet on the projector and do the first one as a class.  Show students how to guess the missing word from the grammar/context.

Tell students that they will play in teams, and get one point for each correct word.  The winner will be the team that gets the most points.

Give one worksheet to each team.  (Enlarge onto A3 paper.)  

Allow students some time to work out as many words as they can.  Once students begin to get stumped (or engagement starts to flag) you can give extra help by either playing the audio track (1.2) or by placing a photocopy of pages 14-15 of the textbook. outside the room, and have the students check their answers with a running dictation.

Once students have had sufficient time, end the game.  Have students swap their papers with another group.  Hand out the answer sheet, and students check the answers of the other team.  Total up the points, and congratulate the winner.

Vocabulary: meaning

Display the text on the projector.  Show the relevant sentences, and use Concept Checking Questions to check the meaning of the 10 vocabulary words.  
e.g. “Tony realized that there was a lack of positive black, male role models in the media.” Do you admire role models?  Do you want to become like a role model?

Additional clarification activities:

• Quizlet Live: More practice with matching the definitions to the words.  You can get students running around the room by instructing them to find their teams, but to keep it chaotic, don’t let them see their teams on the projector.  Just click on “shuffle teams” and then immediately on “start game” before students have had a chance to see who is in their team. They have to find their team by running around and asking.   Shuffle teams up before each game.  I usually find quizlet is good for 2 or 3 games.
  n.b. To increase the challenge level of the game, and to increase students’ awareness of related words, I’ve also included words from the same word families in the quizlet.
• Follow up with Exercise A on page 12

Vocabulary: Form

Display on the projector the relevant sentences from the reading. Elicit from the students what the parts of speech are.  Use the grammar of the sentence to help where necessary.  

Vocabulary: Pronunciation

Remove the written form of the vocabulary from the students’ view (e.g. turn off the projector, tell students to close their textbook, and turn over any worksheets that they may have.)  Do oral drilling of some of the sentences or phrases from the model text that contain the key vocabulary.

Vocabulary:  Controlled Practice

Play this Kahoot Game 

Vocabulary: Freer Practice

Exercise B on page 12

Communicative Follow Up

Make Your Own Social Enterprise

In Subsequent Lessons  (The vocabulary will need to be reviewed in subsequent lessons, or it will be quickly forgotten).

Reviewing the Vocabulary

• Blooket (This includes all the vocabulary from Readings 1 and 2.  It work well during the first 7 minutes of class when you’re waiting for all the late comers to arrive)
• Backs to the Board (for vocabulary from Reading 1 and 2). Put students into teams.  One person from each team sits with their backs to the board.  On the projector, display one of the vocabulary words.  The team has to describe this word to the person sitting, without using the word itself.  The first team to guess the word gets a point..