TP 5a, News in brief
Intermediate, B1 level
To provide clarification and practice of crime words in the context of crime news
To provide gist and inference reading practice using a text about crime stories in the context of news
Procedure (33-47 minutes)
T sticks some pages from newspapers on the WB. T asks the students where they may have been taken from and for the answer of newspaper, T asks which section of the newspaper they may have been taken from. They will try to give answers to the questions. Feedback: T will elicit and write the correct answer on the board.
T will hand out the "News in brief" text to the students. Students look at the pictures at first and make some predictions about the context. Then they will read for the gist to match the given headings with the stories in 3 minutes as they will not be doing a detailed reading, At this stage, T will not disturb the students. After they finish reading and match the headings with the stories, they will work in pairs to check if their answers are the same. Feedback: Elicit the answers from students. CCQ: Are newspaper headlines full sentences? No. Can we use one word as a headline? Yes. T will point out that newspaper headlines are rarely full sentences. They usually encapsulate in a few words the main features of the story.
Students will work in groups of three. They are going to tell each other which stories they like best and why. Then, T will ask some of them to explain their partners' choices. Feedback: If there are any mitakes, T will correct them after talking about the choices of students.
Students will be given worksheet on the definitions of highlighted words. They will try to infer the meaning of the words from the text and write the correct word in the correct place. If there are some that they cannot, T will help with the clarification. They will work in pairs to check their answers. Feedback: T will write the answers on the board and clarify the words in terms of meaning, form and pronunciation.
T will write some new words on the board. Students may know some of them already so T may elicit their meaning from the students but for the rest of them, clarification will be needed. T will use some pictures and definitions to clarify the meaning. Then, T will give some details by asking CCQs like "What does a burglar do?" "What does a thief do?" Are a burglar and a thief the same?". Lastly, T will focus on pronunciation and drilling.
Students will be given a handout with the new words from ex.1 on it and with three crime stories. Students will use the words from the stories in ex. 1 to complete the three stories. They will work in pairs to complete the stories and check with another pair. Feedback: T will elicit the answers from the students to also check if there are any problems with the meaning, form and pronunciation.
Students will be given a handout on which there are exercises about the vocabulary they have just learnt. They will work individually, answer the questions and check the answers with their partners again. Feedback: Answer sheet.
Students will be given some time to talk about interesting crime news they know about with their partners. They will be divided into groups of three, they will discuss and tell each other`s stories to the class.
T will give some topics to students after dividing them into groups again. They will discuss and come up with their ideas about `reasons for crime`, `what can be done to avoid crime?` etc.