Fateme
Jane Ross Fortune-telling Lesson (Reading, Video & Grammar) - Intermediate / B1 level
Jane Ross Fortune-telling Lesson (Reading, Video & Grammar)
Intermediate / B1 level
Description
The lesson starts with a discussion about fortune-telling experiences. Then students follow the story of Jane Ross visiting a fortune-teller through a combination of reading texts and video clips. Part 1 is a written text introducing Jane and the fortune-teller, followed by Part 2, a short video showing the fortune-telling session. Part 3 is another written section revealing the predictions, and Part 4 is a video. Students learn a few vocabulary related to fortune-telling and relationships, practice reading comprehension, and are introduced to the grammar structure “be going to” for making predictions. Finally, students practice using be going to in controlled, semi-controlled, and freer practice.
Materials
Printed reading texts (Part 1 & 3), video clips (Part 2 & 4)
Printed reading texts (Part 1 & 3), video clips (Part 2 & 4)
Printed reading texts (Part 1 & 3), video clips (Part 2 & 4)
Printed reading texts (Part 1 & 3), video clips (Part 2 & 4)
Procedure (40-45 minutes)
Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students
Pre-Reading/Listening (5-10 minutes) • To prepare students for the text and make it accessible
eliciting ideas by asking questions about the picture.
teaching blocking words
While-Reading/Listening #1 (5-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks
to read the reading and watch the video for gist
teacher asks 1 or two gist questions
While-Reading/Listening #2 (5-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks
students watch the whole video
teacher writes specific questions on the board and student write the answer down with their classmates.
verification of language (7-10 minutes) • To highlight a subskill that naturally appears in the context of reading
To draw students' attention to the use of "to be going to" for predictions
Post-Reading/Listening (15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned
Focus on be going to for making predictions.
• Practice in three stages:
1. Controlled Practice – fill in blanks.
2. Semi-controlled Practice – complete sentences with own ideas.
3. Free Practice – role-play and create own predictions.
