Teaching Plan 1B
To give students practice reading for gist and detail in the context of travel and tourism.
To give students freer speaking practise to help their spoken fluency.
Procedure (30-44 minutes)
T will give handout and a brief description of tourist attractions of Britain. Ss will be given an exercise asking to list 5 tourist attractions they wish to visit and why. Ss will discuss answers with other students before getting WCFB.
Ss will work in pairs, discussing a rough overview of tourism in their country. WCFB will be used to check the students opinions on tourism in their home country.
Ss will receive a copy of the Machu Picchu picture handout, with a quick reading exercise with vocabulary words they would expect to find in the article text and why they would expect to find them in the article. They will also receive the cable car vocabulary explanation handout, giving them clarification on what a cable car is.
Ss will receive the Machu Picchu article, reading through it, with T monitoring the class, checking for Ss understanding of the article.
Reading through the text of Gist Reading #1, Ss will work alone, answering true or false questions in relation to the Machu Picchu article text. T will then ask Ss to check their answers with their partners to see if they concur, with WCFB to follow up - checking the whole class' answers
T hands out Reading exercise 3, asking the students to work in pairs to underline the arguments for and against the cable car at Machu Picchu. Ss will discuss with their partner which side of the argument they agree with, discussing why. WCFB will follow up, to check the Ss views on the topic.
In small groups, students will discuss the effects tourism has on Istanbul; positive or negative. T will walk around, monitoring and aiding in discussions. WCFB will follow up the task, getting a WC overview of whether they think tourism in Istanbul is a good or bad thing overall.