Viva la danza!
By the end of the lesson Ss will be able to practice reading for specific information and for details using the jigsaw reading strategy based on the description of three cities
To practice speaking for fluency in the context of a description of three cities
Procedure (33-44 minutes)
T asks, 'Do you like dancing? / Who dances? / Are you a good dancer? If so, what kind of dance do you like best? Could you name some local dances? (Fezzani/ Stambeli/ belly dance) Do you like latin dances? Could you name some? T elicits (salsa / flamenco / tango) T asks, 'Look at the pictures of dancers at the foot of each text. Now listen to flamenco, tango and salsa successively and tell me which music goes with which city?' T allots 30 s for peer checking
T asks, 'Where are these cities? What do you know about them?' T projects a picture of Buenos Aires T asks, 'Is it a town?' (No) Is bigger than a town? (Yes) Is it a city? Can it be a capital city like Tunis? (Yes) T says 'In the past it was just a port. Is it a city or a town? (a town) Is it by the sea? (yes) e.g. 'La Goulette is a port.' T 'It gained its independence from Spain' Did it become free? (yes) e.g. 'When did Tunisian get its independence?' (in 1956) T projects Havana and elicits: 'slave' and 'tobacco fields' (a picture will do) CCQs: Someone is a slave: Is s/he free? Is s/he paid for the work s/he does? (No) Is s/he well-treated? (No) Someone is socialist. Does s/he believe that all people are equal? (Yes) Does s/he believe that all people should share the country’s money equally? (Yes) revolution e.g. The Tunisian Revolution Is there a change? (Yes) Will it be a new political system? (Yes)
T tells Ss, 'to answer Ex 2 they need to read quickly and just look for the key words that feature in the sentences' T makes a demo on how to answer Ex 2 by drawing Ss' attention to the date '1816' as a key element in the sentence; then he asks them just to start looking at the paragraphs one by one (scanning) trying to spot the aforementioned date, which features right in the third line of para 2, text 1. T sets the time (2 min) and asks Ss to do the rest individually. Checking in pairs T projects answer key 'Now check your answers.'
T divides the Ss into three different groups. T divides the Ss into three groups. T gives each group a different colour but each member of the same group will have the same colour (for organizational purposes) T makes a demo with the help of two students from two different groups: T gives the two Ss two different texts and reads question1 Ex 4; then asks them 'Let's read our texts individually and ansewr Q1.' (The answer is in para 1 _ easy to spot). Once we finish, T tells them 'Let's exchange information' T says 'Buenos Aires has a population of 3 million; what about your cities?' T says, 'Buenos Aires has got the largest population of all.' T assigns a text to each group. T asks 'Read the questions Ex 4 and read individually your text' T sets the time (3 min) Checking in groups T gives each group an answer key T asks Ss to move to a new group. 'Take 3 min to exchange information about each city.' T asks, 'Now go back to your home groups and tell your group members what you have learned about the other cities.'
T shows Ss a handout featuring a town in Tunisia and give a very brief description of that town (hitorical background/location) _ a demo T asks three Ss to draw lots and choose a town In groups Ss discuss and build on the notes featuring in the handouts T monitors and takes notes of the common errors to be later corrected as a whiole class activity in an anonymous way.