Objectives: 1.

To introduce new vocabulary and concepts from the unit:

Biological Clocks.
2. To practice listening and critical thinking
Activity: Introduction and
Warm up: Biological
Clocks (page 95)

4.1 Pre-Stage:
-

Ss look at the picture and the

titles and work in pairs to
predict the topic of the unit.
T writes biological clock on
the board. Class discussion
ensues.

20
min.
Ss-Ss, Class

4.2. Presentation:
#1
-

Small groups discuss what they Groups

think day person and night
person mean and answer the
questions.

Ss take the quiz about

Inidv, Ss-Ss,
biological rhythms before
Class
listening to the audio as a check
on their pre-existing thoughts
and knowledge on the subject.
Ss compare their answers with a
partner then listen to the audio
can check their answers.

#2

4.3 Post-Stage:

Transition to Activity 5:
-

T: Nice job, now

lets put everything
we just learned
together and talk
about presentations

Workbook #1
- Ss imagine that they had a 14hour day instead of a 24-hour
day. With a partner they
brainstorm a list of ways that
their lives would be affected b
this change.
- Ss share their lists with the
class.
Tangible Outcome & T. feedback/peer
feedback:

Ss-Ss, Class

and visual aids.

-

Ss work together to determine

the meanings of the new
expression.
T monitors Ss discussions to
find any reoccurring mistakes
to be brought up with the whole
class.

Activity: Figure it out:

5.1 Preview:
Reading and Vocabulary (p.
96)
- Ss discuss their answers to
Ss-Ss, Class
these questions in pairs then as
a class: How do you feel in the
morning? In the afternoon? In
the evening? At night?

10
min.

5.2. Presentation:
-

Ss read the article then answer

the comprehension questions
from the T book.

Indiv.

Ss read the directions and work Ss-Ss, Class

in pairs to figure out the
meanings of the vocabulary
words based on the context of
the passage.
Ss write their definitions on the
board and finalized definitions
are put into the class dictionary.

#3

#4
-

Ss read the situation then work

in pairs to improvise
conversations of their own.
Select pairs present their
conversations to the class.

Ss-Ss, Class

5.3 Post-Stage:
Workbook # 2
- Ss match the definitions from
the box with the italicized
words in the sentences as extra
practice with the vocabulary

Indiv, Class

10
min

Transition to Wrap up:

-

from page 96 of the student

book.
Workbook #3
- Ss examine the situation and
take turns playing the doctor
and the patient. Ss ask and
answer questions about the
different complaints.
- Each group presents one of
their original conversations
with the class.

T: Okay, great job

with the introduction
to unit 8, tomorrow
Tangible Outcome & T. feedback/peer
we will start and
feedback:
finish the grammar
- Ss work together to find the
section.
meanings of the vocabulary
words in the passage. The class
decides on the best definitions
of these words and writes them
on the board. These final
definitions will be put into the
class dictionary.

Ss-Ss, Class

10
min