Raphaël Plocque Raphaël Plocque

Lesson Plan TP 5
Intermediate level

Description

In this lesson, students will practise their reading and speaking skills in the context of culture shock.

Materials

Abc HO1
Abc HO2
Abc Coloured sheets of paper
Abc Postcard
Abc Blue tack
Abc Whiteboard
Abc HO2 – Answer key
Abc RT3 – Answer key

Main Aims

  • By the end of the lesson, students will have practised gist and intensive reading in the context of culture shock.

Subsidiary Aims

  • Students will practise fluency speaking in the context of culture shock.

Procedure

Warmer/Lead-in (5 minutes) • To set lesson context and engage students

Show the video clip "Suntory time!" from the movie Lost in Translation (1:45). What's the problem? He doesn't understand. Where are they from? From different countries (Japan and America). What's different? Their culture. Does he understand? No. Shock your hands. What is it? It's a shock. It's a culture shock.

Pre-activity (5 minutes) • To further develop context and pre-teach vocabulary

Show the postcard to the students. Look at the postcard. What does it say about the English? Work in pairs (1 min). Is he rude? What's the opposite? I hate fish. If you invite me to your house for lunch and cook fish amok. If I say that it's delicious. Am I saying what I think? No. What am I? Insincere. Phonology: stress, drill (class then individuals randomly). Write "insincere" on the whiteboard (stress and phonetic).

Reading task #1 (5 minutes) • To provide students with the gist and prepare them for intensive reading.

Instructions for HO1(chested): read the text quickly and tick the correct sentence. Are you making a cross? No. Are you reading the text slowly? No. Give students HO1 (text about culture shock). Work together (2 min). Monitor. What's the correct sentence? Do you agree? Write the answer on the whiteboard.

Reading task #2 (15 minutes) • To provide students with more challenging intensive reading

Instructions for HO2 (chested): read the text again and mark T (true or F (false). Correct the wrong sentences. Justify your answer. Give the students HO2. Are you ticking? No. Do you justify your answer? Yes. Demo: 1 is false "pour me some tea". Work together (5 min). Monitor. Note any mistakes on the whiteboard. Provide HO2 – Answer key. Ask feedback: was it difficult, so-so or easy.

Reading task #3 (5 minutes) • To provide students with an opportunity to use verbs from the text

I have put different phrases on the wall. Instructions: cover the text and complete the phrases with the missing verb using the coloured sheets of paper and blue tack. Work together in groups of 3. Are you working alone? No. Are you reading the text again? No. Give the coloured sheets of paper and blue tack to the students. You have 3 min. Go! Monitor. Provide RT – Answer key.

Speaking practice (5 minutes) • To provide students with fluency speaking practice

Are people in Cambodia more like Miranda or Alexander? Discuss in groups of 3 (3 min). Monitor. Class discussion. Can anyone add anything?

Flexi-stage (5 minutes) • To provide students with fluency speaking practice

What culture shock would you experience in Europe? Discuss in groups of 3 (5 min). Monitor. Class discussion. Can anyone add anything?

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