Leigh Davidson Leigh Davidson

Teaching Practice 2b - Reading Comprehensions for Generalized Phrases
Upper Intermediate level


This lesson will build upon the theme of generalizing phrases and will provide practice to the Ss of the context through a receptive skills lesson (reading)--both through the activities of skimming for gist and scanning for details.


Main Aims

  • To provide Ss practice for skim and scan reading and deduction of meaning, from context, through a selected text

Subsidiary Aims

  • To build upon the Ss' understanding of the lesson's lexis and to provide practice for fluency speech while using the lexical set and referring back to the context.


Warm Up (6-8 minutes) • To prompt Ss to start thinking in terms of the subject of the text.

Write on the WB "Languages...alive or dead." Ask the Ss to individually consider what is the difference between a living language and a dead language--think of examples of this and write it down. Divide the class into small groups and discuss for 5 minutes. T then calls upon 1 or 2 groups to present to the class their thoughts.

Reading: Gist (8-10 minutes) • To practice skim reading of text to pull general and gist information

Pass out the coursebook HO and instruct the Ss to fold the HO so that only the text is visible. Ask the Ss to think about their groups' understanding of a living and dead language. Instruct the Ss the read to text (for the next 4-5 minutes) to see if their ideas are correct and/or present in the text. Discuss in pairs what they figured out. Ask the ICQ: are you reading this text in detail, or are you focusing on a specific part of the text? What part of the text? What will you do once you have read the text? Following reading of the text, pick on a few sets of pairs for FB.

Pre-Teach Vocabulary (4-6 minutes) • To provide a basic understanding of some new vocabulary words for a better understanding of the gist and details of the text

[Endanger] Show the images of the Anatolian Leopard and elicit from the Ss what the animal is and the concept of endanger associated with this animal. If Ss still don't understand, focus on what "danger" means. Display the spelling on the WB and go through a brief drilling exercise, focusing on the pronunciation of "en" (pronounced "in"). [Globalization] CCQs for this word. Q: What is another word for “world”? A: Global Q: What happens when something spreads across the world? Q: Can you think of some things that have spread globally? (Prompt Ss with companies like Coca-Cola and Apple, from the USA, if the WC is having difficulty coming up with examples) When things, like Culture, the Economy, etc., spread globally, another word for that is "globalization." Also write the word on the WB, partially phonetically, and complete a quick drilling exercise. [Minority] Show an image, depicting what minority might look like. Elicit the answer from the Ss with CCQs. If Ss still do not understand the meaning, focusing on the definition of “minor." Write the word on the WB, partially phonetically, and complete a quick drilling exercise. [Bilingualism] T-S interaction: "Do you speak more than one language?" Ask how many languages they speak. "I speak really only one language. I am monolingual. [Ss name] speaks two languages. They are...?" [Revolutionize] Show an image of the French Revolution and the American Revolution. "What do you see in these images? (do those look like soldiers, perhaps a conflict, a war?)" If Ss still don't understand the meaning, talk about revolving and demonstrate. "While turning, did I change positions?"

Reading: Details (Exercise 1) (8-12 minutes) • To practice scanning of text for specific information

Refer the Ss back to the HO. "Please look at the statements in Exercise 1. Now read the text with those statements in mind and complete Exercise 1 on your own." Once everyone has completed the individual exercise, have Ss compare with their partner. Then elicit answers from the Ss to write on the WB.

Reading: Details (Exercise 2) (8-10 minutes) • To practice scanning of text for specific information

Refer the Ss back to the HO. "Please look at the questions in Exercise 2. Please read the text once more. Then, with your partner, answer the questions in Exercise 2" Take FB from the Ss, calling on a few pairs for their response.

Exercise 3 in HO (4-6 minutes) • How to deduce meaning from context

Count out the Ss to group differently. Refer the Ss back to the HO and request that they complete Exercise 3 together. When GW is completed, pass out an answer key. Briefly quiz the students on the words to check their understanding (CCQs). "Is something true if it is misleading? When I am standing close to [Ss name], am I standing alongside him/her? Is my daughter my ancestor? Is my grandparent my ancestor? When I am making a decision about something, I have to collect details (I have to have something to make my decision on). What is another word for that?"

Personalization (3-5 minutes) • To provide practice in speaking with the context in mind

Ask the Ss for FB, "Were you surprised by anything in the text? Was there anything interesting of note in the text for you?"

Speaking: Exercise 1 (10-15 minutes) • To provide practice in speaking with the context in mind

Refer the Ss back to the HO and Speaking Exercise 1. "Please look at the statements in Exercise 1. For the next 3-4 minutes think about each statement and how much you agree or disagree with it. Mark 1 to 4, with 1 meaning agree completely and 4 meaning disagree completely. Think about why you agree or disagree with these statements." ICQ: What does 1 and what does 4 mean? Instruct the Ss you are going to read each sentence aloud and they will gather around the "Agree" or "Disagree" sign and discuss in a group their thoughts. Ask at the end of the exercise ask for FB from the Ss about their discussion. Did their fellow peers have similar ideas?

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