To provide gist and detailed reading for students to engage with the text and understand the context through a reading text.
To teach students the key words for them to understand the reading text.
Procedure (43-53 minutes)
-Ask students if they have lived in different cities in Turkey. How did you feel about changing cities? Have you travelled to different countries lately? Elicit some foreign country experiences. Also elicit the advantages and disadvantages of living in a different country. -Show ss the postcard and give them a moment to read it. Then ask the class what they think it says about English. "Being polite is very important. If you want someone to do someone to do something, you must ask them politely."
-Give students a HO where they have to match the words with their correct definitions. They work individually first and then check with their pairs. -Write all the new words on the right side of the WB. Give feedback to the WC. Check the meaning of the words (CCQ, gesture, body language etc) eg. manner= Could someone's manner be good or bad? Yes grunt= Do I speak when I grunt? No Do I make a sound instead of speaking? Yes -Work on the ss' pronunciation of the words. Point out which word is a verb, noun or adjective; drilling. -Set a gist task for the students and give them 3 minutes to skim the text. Is the English and Russian idea of good manners same or different?
-Give students some true and false sentences about the text, get them read all the sentences first and then give them about five minutes to read the text.(time given could be more than 5 minutes depending on how well they are doing) Students work in pairs. -Check answers and get students to justify their answers.
-Students cover the reading text and try to complete some phrases with the missing verbs from memory with their partners ( ex. 4-d) -They check their answers afterwards by reading the text again. -Give feedback
-Students work in groups and discuss about people being more like Miranda or Alexander in Turkey. (Polite or rude). Ask them to give reasons why they have chosen one or the other. -One person from each group talk about the outcome of their discussion. - If there is not enough time for to put them in groups, do this as an open class question and elicit ideas. Get students to say why.