To provide gist, detailed and inference reading practice using a text about protests and public demonstrations
To provide clarification of the words Pompous, Negotiations, and Demonstration Vocabulary will be done as a warm up exercise.
To provide fluency speaking practice in a public speaking situation.
Procedure (31-45 minutes)
Write one of the following headline on the WB "People to work longer hours for the same money." Tell the class that this is a new law by the GOV. Put them in groups and ask them what they would do and how they would do it. Ask SS after this task to think of a rule that they disagree with in their lives. Ask them how they might protest against these rules. I will be asking them the definitions of the following three words Pompous, Negotiations, demonstration, strike, spokesman. I will give them ideas on what they mean then if necessary give them definitions. This will be kept short and is preparation for stage 2. SS will pronounce the words with the teacher and go over their meanings. A page i will give them will be culturally relevant in explaining to them what today's task will be about. It will contain pictures of a important demonstration in turkey.
HO of Reading exercise 1 will be given to students. They will work in pairs on answering each bullet point. Then each person will switch papers with the person next to them and read their partners out-loud if during FB session. This will allow students to read answers that are either similar to their views or different. This will also be used as a speaking task.
Exercise 2 will be done in this stage. Students will read all the news articles to find the words that match the definitions. Once they are finished silent reading they can work with someone next to them to answer the questions. WC FB will be done once they are finished. I will then give them a copy of the words and the definitions
Students will read exercise three and the meaning of each headline will be elicited from them. SS will then gist read the text then start working with a partner in matching the texts with the headlines in Exercise 2.
Take a look at exercise 4 with the students. Have them take out a sheet of paper and write a very short answer to which protests they sympathize with, which is the best form of protest, and why. They will be timed for this maximum allowed time for writing is three minutes after that WC FB on the questions will be done.