Judging by appearances lesson, reading skills lesson
To provide gist reading practice using a text about identity documents in the context of judging by appearances
To provide scan reading practice using a text about identity documents in the context of judging by appearances
To provide practice and clarification of judging by appearances in the context of I.D cards
Procedure (34-47 minutes)
Show picture of identity documents. Ask students: What do you see in the picture? (expected answer passport/i.d card) Check comprehension of the term i.d card. Are a passport and a i.d card the same thing? Yes What does i.d card mean? Identity card (meaning, phonology, stress)
To demo the next stage of the lesson, the teacher will model the activity by showing a scan of the teacher's passport to the class on the OHP. Ask students: Does the photo look like me? Is the photo different from how I look now? How? Ask students to take out their ACE i.d cards if they have them. If students don't have their i.d cards see if they have any other kind of photo i.d. Give out questionnaires (HO1). Students do a semi-controlled practice exercise where they question each other about their photo on their i.d card. This will get students to talk about their appearance and saying how they have changed since they had their i.d photo taken.
Students will practice skimming the text for the gist by completing the exercises on HO2 and HO3. HO2 focuses exclusively on the text from the opening paragraph. Allocate 1 minute for students to quickly read the opening paragraph of the text. Here students will read about passports. Why they are important and how different countries and cultures view their passport photo. Students will use the information from the text to answer questions 1 - 4 on the hand-out. Instructions: "Ï'm going to give you one minute. I want to very quickly read the information in paragraph 1. Only paragraph 1! Then I want you go ahead and complete questions 1 - 4 from the exercise on HO2." (Chesting with handout so as to students a visual idea of the task they are being asked to complete) ICQ's: Are you going to read quickly? Yes Are you going to read the whole text? No How many Q's are you going to answer? 4 Give out HO2. Allow students time to complete the exercise while teacher monitors and offers assistance where necessary. Feedback: Illicit answers for the questions from the students and display on the OHP using the smartworks from the 4th edition of New English File. HO3 is adapted from the New English File book. It combines exercises B&D. This hand-out will give students further practice of skimming texts. It focuses on the rest of the text on Pg40, where three British celebrities are interviewed about their passport photograph. Instructions: "Now I want to quickly read about the 3 British media celebrities: Michael Winner, Ruth England and Toby Young. If you look here you can see in the next exercise we have to complete the fact-files about each of the celebrities with information from the text." (chesting HO3, so the students can see the activity and are able to follow what they are being told to do.) ICQ's: Are the answers in paragraph 1? No How many people are you going to read about? 3 Name 1 person you need to read about? Michael Winner ... Ruth England ... Toby Young Give out HO3. Allow students time to complete the exercise while teacher monitors and offers assistance where necessary. Feedback: Illicit answers for the questions from the students and display on the OHP using the smartworks from the 4th edition of New English File.
Students will then be given time to complete HO 4 and HO5. Students will quickly review the more complex vocabulary in the text by completing HO5. Students will practice their scanning skills to look at the text for more details and specific information with the true or false questions from HO4. HO5 - Vocabulary Explain to the students that they are going to look at some vocabulary from the text. Ask them to look at the highlighted words that have been numbered in the text by using the smartworks on the OHP, so students have the visual assistance and are clear on the vocabulary words they are working with. As an example do questions 1&2 with the students. Question is extremely easy and students should have no problem with the answer. Question 2 however can be used to as a demo to model how students can use the context to help them understand the meaning of new vocab words. Instructions: "If you look at the text on the reading HO, you'll notice that some words have been highlighted. You can see them with the numbers 1-7 beside them." Illicit vocabulary from students working on pronunciation using drilling techniques. Illicit stress and use phonetics to ensure pronunciation is corrected where necessary. HO4 - True or False Students will now look at the text in much more detail by completing the true or false exercise on HO4. Students will activate their scanning skills to look for specific information in the text. Instructions: "So if you look here you can see, I have some questions for the next activity. We are going to look at the text in a little bit more detail. So on this this sheet we have some true or false and I want you guys to scan the text for the specific information we need to answer the questions." ICQ's Are you reading the text quickly? No What two answers will you using for these questions? T or F
Students will take part in a free practice activity group activity. Teacher will put students into groups and demo the task for the students. In this model teacher will put 3 images on the OHP of famous celebrities and ask students which of the celebrities would best represent the teacher in a movie about them. Students will then do the discussion task 'íf there was a movie made about my life, who would play me?' in groups. Students will talk about their appearance and the similarities they have to a certain celebrity. This will activate descriptive vocabulary used to describe someone's appearance.