Teaching Practice 6
To give students practice in reading and listening for a higher level of getting the specific details
To extend student's vocabulary making them aware of the difference between 'history' and 'story'. Also, providing the opportunity for Ss' speaking.
Procedure (33-53 minutes)
For a fun warmer, The T can take an old newspaper into class for each group of five students. Before the class, the T reassembles the newspapers so that the pages are in the wrong order.The T explains that the students have to put the newspapers in the correct order as quickly as possible and that the first group to do so will be the winners. The T says 3.2.1 Start! In doing this, the students revise and practice numbers
The T asks the students to read the introductory text in the first box. Then she asks them to discuss in pairs and tell her if they know the story. This way the students read for the gist.
The T writes the new words on the board and attaches some sheets on the walls, each represents the meaning of one word. The students in groups mingle in the class and search for the meaning of the words. Then they stick the right answer to the board next to the appropriate word. Finally,the T could ask CCQs in order to check that the students know the meaning of the words or she gives FB via handouts.
Students read and listen to the extract from chapter one. At this point, the idea is for them to get a general sense of the story. After reading, they tell the story in pairs.
Students read again more intensively to answer the True/False questions. They discuss their answers with their partner. Then, the T provides them FB via handouts.
The T asks the students whether they know any other stories about reporters. The students discuss in groups of three. Then, the T gets FB by nominating some members.
The T elicits the meaning of 'history' and 'story'. The students do the exercise in pairs. Then the T provides FB on the board.