Muhanad Halvani Muhanad Halvani

Teaching Practice 4
Pre-Intermediate level

Description

Students will do gist plus detailed reading receptive skill practice using a text talking about Grameen Bank and micro-credit loans as a context. They will also do productive skill speaking practice on this topic. Students will also learn some new lexis related to banking that would be of use in their life.

Materials

Abc Random pictures taken from Google images
Abc Text from English Unlimited, Pre-Intermediate, Cambridge University Press, p.45
Abc Text from English Unlimited, Pre-Intermediate, Cambridge University Press, p44
Abc HO of Ex. 2 English Unlimited, Pre-Intermediate, Cambridge University Press, p44
Abc Questions prepared by myself about the text on p.44 in English Unlimited.
Abc Text from English Unlimited, Pre-Intermediate, Cambridge University Press, p.124

Main Aims

  • To provide gist and detailed reading practice in the context of Grameen Bank and taking credit from a bank.

Subsidiary Aims

  • To provide semi-controlled and freer speaking practice in the context of Grameen Bank and its customers.

Procedure

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Project a picture of board. Tell them you want their "advice". You want to buy the item on the board but you have a problem. You don't have the money. How can you get the money to buy the horse? Elicit the answer "borrow it from a bank". Ask them in pairs to come up with five reasons that people borrow money from a bank. Do a brief WCFB.

Pre-Reading (5-6 minutes) • To prepare students for the text and make it accessible by glossing difficult vocabulary

Give instructions about HO of Ex.2. Make sure they don't unfold the paper by using an ICQ and miming. Give out a gap-filled handout in which students will understand the meaning of difficult lexis through guided discovery. Students will then be asked to check their answers and do some peer teaching when necessary. This will be followed by a brief pronunciation drill to ensure correct pronunciation of the new lexis.

While-Reading #1 (8-10 minutes) • To provide students with a gist excercise followed by a detailed reading task

Project a general question about the text on the board. Tell students to read the text very quickly to answer the question. After students answer it do a brief WCFB. Ask the students to read the text in detail and answer the questions in pairs. Give out the answer key.

While-Reading #2 (8-10 minutes) • To provide students with a second detailed reading task

Some student will be given a text about Alice (orange HO), others will be given a text about Rukmani (Yellow HO). After answering the questions on their sheet individually, the students must check their answers with a classmate having the same colored handout. The answer key will be handed out to the students.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students must find a student with the same number on the back of their HO. The student who read the orange sheet will tell the student he is paired with about Alice. The student who read the yellow sheet will tell the student he is paired with about Rukmani. Do some error correction after this stage followed by WCFB.

In-Time Speaking Activity (7-9 minutes) • To provide additional receptive skill speaking practice.

In pairs the students must talk about whether they think it is a good idea to borrow money from the bank? Why?

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