To help students improve their scanning and skimming skills through task-based activities; to read for textual meaning inference; to read for vocabulary meaning inference; and reading for detail.
To provide a chance to review the vocabulary around the topic (complaining) and clarifying the meaning, form and pronunciation of the vocabulary that students need to complete the tasks and also to have a more confident speaking practice.
To provide opportunities for students to practice fluency speaking. This helps students to build confidence and autonomy for using language.
Procedure (36-45 minutes)
1. T projects a general question on the WB about complaining culture in the Ss' country. Based on Ss' responses, other questions pop up during the discussion, which are of course in line with the reading task, to elicit and pre-teach the vocabulary they need to understand the text and do the activities. These questions include: "Do you complain if you are not satisfied with the service of a restaurant, airline....why or why not?", "Who do you complain to?", "what do you expect to get after complaining?" "How do you complain?" 2. The elicited vocabulary are written on the WB by T. This includes the blocking vocabulary which is also elicited from students. 3. The vocabulary will be clarified for meaning, part of speech and pronunciation through WC drills.
1. The HOs are given out to Ss. 2. Ss are asked to read the Title of the text: "The King of Complainers" which is accompanied by a photo of a man, and express their impressions about it. They are encouraged to predict the content of the text based on these two pieces of information. Their main predictions will be written so briefly on the WB for later comparison. 3. Students will be assigned a task (exercise a in the HO), which requires them to look for phrases in the task (skimming) and complete it by finding more information about them (detailed reading). The exercise also asks for other information "...the best way to complain.." for which students need to have a skimming through the text. 4.Students will be asked to discuss their answers to exercise a in small groups (3 or 4). 5. Then, the exercise will be projected on the WB and FB will be received from each group by asking them to write 1 answer on the WB. 6. Now, Ss deal with next exercise. In the exercise, six adjectives are offered to be discussed. First, the meaning will be clarified by eliciting their meanings from Ss. CCQs will be used for clarification of meaning. Then, drills will be given for clearing the pronunciation. 7. They are asked to work in different groups of 3 or 4 and discuss the six adjectives given to them about Clive, the character in the text. T monitors the Ss and takes notes of the points which needs to be worked on during FB and also supports them with any vocabulary or other things they need during discussion. 8. Then, they are asked to suggest their own adjectives to describe the character. This exercise provides an opportunity for a semi-controlled practice of TL. (The following task may be used as a back-up material in case there is extra time left)
1. Each pair of Ss will be given 2 sets of cut-ups which they work together to match six titles with the six paragraphs about Clive’s top tips for complaining. 2. Then, in pairs they are required to guess the meaning of the highlighted words or phrases (Contextual Inference). 3. In the end, they have a freer speaking practice to choose the tips they found more useful and would like to utilize the next time there occurs an occasion to complain (in a café, restaurant etc.). Making connection between the lesson and real-life of Ss reinforces consolidation and long-term retention of TL.