To give Ss practice in reading for gist, detail as well as in listening
To focus on fixed expressions/"placeholder names", to give extra oral practice. To expose Ss to the TL
Procedure (35-47 minutes)
T asks Ss to teach their partners the meaning of their own names in English. As wrap-up, teacher calls on a few students to report on what their partner's name means.
Teacher puts four extracts, one at a time, on overhead. Ss read the text alone and while reading ask themselves whether the names given for the people are real names and, if not, what do the names mean?
T puts pictures on overhead corresponding to each of the four vocabulary words: gape, startle, bandage, anticipate. T elicits words with questions about the activities or states depicted ("gape": What is he doing? What do we call that? Why do people do this? Etc. Have you ever gaped? Do you ever gape at something? When? “to startle”: Have you ever been startled? What startles you? "bandage": What is this person wearing? What do we call this? "anticipate":What kinds of things do we anticipate? Does something ever happen to you that you did not anticipate? What is an “unanticipated” event? Is it the same as wait for?) T drills students in pronunciation Ss divide into two teams and play a "slap the board" game to test basic recognition of word forms and meaning (e.g. "The boy cut his finger.") One member of each team races to board and slaps word that corresponds to the sentence they hear.
Ss are given 3 minutes to skim the text and are asked to decide by themselves, what the best placeholder name (from among the names in the first exercise) would be most appropriate for describing the character in the text. Ss discuss their ideas with their partner and teacher then asks for responses and tells Ss the right answer.
Ss now have 6 minutes to read the text in order to find certain details needed to answer a set of T/F questions. Students mark each sentence either True, False, or Doesn't say. Ss listen to a recording of the text with books closed in order to give their answers a final check. Ss are allowed to go around the room and compare answers with peers to make sure they have the right answers. If there is a discrepancy, students must decide who is right by referring to the text. In FB session, teacher asks students for answers and tells students the answers.
GW: Ss discuss the following questions (which teacher writes on the board): What might have happened to the man? Teacher explains (and writes on board) students can use sentences like this: “I think he might have____” or use their own sentences, but remember we are talking about the past As wrap-up, students share ideas.