Teaching Practice 3 - Living in Fear
B2 - Upper Intermediate level
To practice reading for gist and detail in the context of 'fear and phobias'.
Vocabulary 'word building' in the context of fear and phobias.
Procedure (34-54 minutes)
The context of the lesson will be Fear. I will not be telling the Ss this. We will start the lesson with an activity. I will ask for four volunteers. They will each be given a card with either vampire, werewolf, zombie or ghost written on it. I will then divide the class into 4 groups and assign one of my monster volunteers to each group. The object of the game is for the Ss to guess, using yes or no questions, what the volunteer is. The students will only know that the volunteer is a noun. They will have 3 minutes maximum. This will be followed by a class discussion where I will elicit the word 'Fear' and 'Phobia' from the class.
-I will go over any vocabulary or slang that the students might find challenging or confusing that is relevant to the article such as phobics/ phobia, anxious, claustrophobia, hereditary, etc.
The Ss will try to answer the questions in exercise 1 of the reading section in pairs, prior to having read the article. This will be useful for them as some of the Ss would not have had any experience or prior knowledge of the subject. It would be an interesting brainstorming activity. It will also enable the students to know what to look out for in the article later on and prepare them to answer the questions accurately. This will be followed by whole class feedback.
The Ss will be given a few minutes to skim the article in order to be able to gather information to correctly and accurately complete the questions from exercise 1 of the Reading section. They will be given a limited amount of time, as it is 'Gist' reading.
The students will complete exercise 2 where they will be asked to match the questions from exercise 1 to the paragraphs marked A-E of the article. Meaning, which paragraph answers the questions from exercise 1. Following the exercise, I will have them discuss their findings in pairs. This will be followed by whole class feedback.
The students will complete exercise 3 of the reading section where sentences are provided and they will use them to fill in blanks numbered 1-7 in the text. This is a good lesson to test the students' understanding of sentence structures and also additional practice for focusing on detail of sentences as clues. The students will work on this activity in pairs. This will be followed by feedback. This task might be a little challenging for some of the students and I would like to practice guided learning in the exercise should there be any difficulties.
The students will complete exercise 1 of the vocabulary section where they will be asked to fill in a table. For each line, a single word is given as a clue as to how to fill in the blank spaces provided for nouns, adjectives and negative adjectives. For example, the word fearless is given as a negative adjective, resulting in the missing words to be 'fear' and 'fearful'. This will be follwed by peer checking and whole class feedback. After the activity I would like to review suffixes with the class.
The students will complete exercise 2 of the Vocabulary section. In this task, the students will use the words in the table from exercise 1 to fill in the blanks for sentences. This will be a challenging exercise for the students as the would have similar words in different parts of speech and would have to understand the grammar of the sentences correctly. I am confident that the majority of the class will be able to accomplish the task with minor stumbling. The students will work in pairs for this activity. This will be followed by whole class feedback.
The students will be asked to complete exercise 3 of the reading section where they will be replacing the italicised phrases from exercise 2 and replacing them with sentences that are true for the students. I will start by first asking the students to work individually for a few minutes and then peer check with their partners. This will be followed by whole class feedback.
I am concerned that this lesson will finish early. As a result, I have prepared a few extra activities for the students to complete should this be the case. From the student workbook, I have selected exercises 1 and 2 for further word building practice. In exercise 1, the Ss will complete words with the correct suffix that is provided in the box. This should take between 2-4 minutes. In exercise, the Ss will be completing a text with an appropriate form of a word that is already provided. This too will take between 2-4 minutes. The students will work in pairs for both activities and will be followed by whole class feedback.