To provide gist, detailed and inference reading practice using a text about Soap update: Family business. in the context of reading a story about a family business.
To provide clarification of the family business in the context of a story of soap update: family business.
To provide fluency speaking practice in a conversation and discussion in the context of a story of a family business.
Procedure (35-45 minutes)
At this stage, I will start the class showing them photos of different famous soap operas in Turkey. Then, I will ask what are these photos about,after they recognize them, I will ask them which soap operas on tv do they watch or listen to and are they popular in their country, then I will ask why are they popular.
At this stage, I will pick up all pictures from the article and tell to students to find out who are they and what is the relationship between them. this activity will be done with the whole class, also it will encourage them to predict and think about the content of the text. After getting some answers from students. I will unblock key lexis that might help students to understand the text before reading it. I will use hand gestures or use contexts to explain the definitions of these words.
At this stage, I will ask the students to skim the article individually to find out if their predictions were correct or not. Then, they are going to discuss with their group about the family and what do they think of their situation.
I will tell the students, they are going to reread slowly and individually and while they are reading, they will answer exercise 2(b). Then after they finish they will check their answers with their group. while they are checking , I will write the answers on the board.
At this stage, the students will paly a role-play in the class. First, I will divide the students into groups of 4 or 5. Then, I will start the game by showing them photos of the same family that they have read about. Then, I will show them how to play this game by acting out on of the character and let the students know which of these characters that I am acting after they get the idea of this game, I will tell them to do the same by choosing one of their peers to choose one of the characters from the board and acting it out in their group then the other students must guess which character is he\she acting . Finally, if I got some extra time I will do one more activity it is exercise 2 (c), this exercise about drawing a family tree of their families and compare with their group.