Teaching Practice 5b
Our main aim this lesson is to practise receptive skills; reading for gist and for detail (intensive reading) in the context of 'incredible but true stories'. We will highlight the different between the two different styles of reading.
Our secondary aim will be practising listening skills; listening for detail. We will be using a listening exercise as a tool to confirm answers; a skill that we use in every day life to check our own understanding of a situation.
Procedure (38-53 minutes)
• Show Ss the word Incredible on the WB with two definitions. As Ss which one they think is correct. [Difficult to believe] (Use the projector). Mark stress and drill. • Elicit more words associated with incredible: unbelievable, amazing, breath-taking, surprising, unusual, phenomenal, special, odd, bizarre, fantastic, remarkable, strange, weird… see what Ss know as a class. • Tell Ss your own incredible but true story to set a context for the topic. Use story to introduce key vocab (coincidence), and review/use in context vocab they may already know (chatting, tapping,in common). CCQ check (See LA sheet). • Ss think about any incredible stories they know about and share these with the person sitting next to them for 1 min.
• Elicit key useful vocab (propose, release, golden wedding anniversary, accept, clairvoyant) using flashcards, mime, and realia. (Extra vocab: Labrador) • Drill words and mark stress on lexis as necessary - assessing Ss ability and prior knowledge. • CCQs for vocab
* Ss to practice receptive skills (gist reading). * Introduce reading activity (3 incredible stories) and demonstrate task before handing out work sheet. * Ss read for gist (2 minutes) and decide which of the three sentences MATCHES which paragraph. * ICQ reading for gist. " How long have you got. Are you reading quickly, or slowly? * Ss check answers in pairs - answer key on WB. T checks if Ss got correct answers and if not elicit why different? * T check secondary vocab Ss may be unsure of (Guineapig) - use flashcard if teach this animal (pet) names if required.
*Demo activity - using worksheet and give clear timing instructions * ICQ check: " How long do we have? (10 mins). Are we reading in detail? (yes)" * Ss place the extracted sentences in the correct place in each extract (matching a.,b.c. to 1,2,3 in the pre-identified paragraps). * Split the WC into 3 groups (this could be names of taught vocab- guinea pigs, Labradors, clairvoyants ) to discuss answers (don't put answer key on the board yet) for group discussion of answers (1 min). Ss stand up and move to 3 different corners of the room to discuss. (To change the pace of the activity, get students to move about the classroom and inject energy).
* Ss listen once to the audio tape whilst reading the text, to self-check their answers to the reading exercise. * Teacher writes answer key on the WB * WG discussion IF any queries * CCQ listening for detail and exercise " Do we need to follow the text as we listen sentence as we listen? (yes) What are we checking? (our answers). * CCQ: " Did anyone get any different answers? Why? Discuss?
* Ss work in the same groups to discuss any experiences they have had or know friends who have had, similar to the three stories. They can think of a headline for their story.
* SS tell another group about their story.