Amal El-Maazawi Amal El-Maazawi

TP6
Intermediate level

Description

In this lesson, students will practice reading for specific information and detailed information. They will be given a couple of idioms in relation to the topic. The lesson will end with the students practicing speaking within the context of being stuck on a desert island.

Materials

Abc Answer Key 12d
Abc Answer Key 12c
Abc Pastry pic
Abc Picture - Tom Hanks Castaway
Abc HO2 - Misc items
Abc HO1 - Workbook pg 72
Abc Desert Island pic
Abc Populated Island pic

Main Aims

  • Reading for specific detail/information

Subsidiary Aims

  • Speaking in the context of being stuck on a desert island

Procedure

Stage 1 - Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T posts two pictures on the board. One is of a populated island, the second is of a desert island. In groups ss discuss the pictures and go up to the board individually and write words relating to the pictures. If ss don't reach 'desert island', T will CCQ using words on the board. If they still don't reach the word, T will say it. CCQs: What do we call an island where there are no people? desert island Can you live alone on this island? No Would it be a good idea to live there? No

Stage 2 - Pre-Reading/Listening (5-8 minutes) • To prepare students for the text and make it accessible

[Vocabulary to pre-teach: (be) cut off (from the world): (idiom) Literally, completely separated from people outside of a given group or space gone mad: (idiom) to become insane or mentally unstable pastry (n)/ pastries: a mixture of flour, fat and water or milk that is rolled out flat and baked as a base or covering for pies] Using the words ss put on the board and eliciting 'desert island', T will pre-teach some idioms and vocab used in the text. CCQs: Are there people on a desert island? No Is it lonely? Yes Use example: "When the internet went out, I felt.....*elicit "cut off" from the world" CCQs: (go mad) How would you feel if you were stuck on an island alone? *elicit replies Would it make you crazy?.....*elicit*....show picture of Tom Hanks from Castaway Show a picture of pastries...elicit Drill words/idioms Write them on board

Stage 3 - While-Reading (3-7 minutes) • To provide students with less challenging gist and specific information reading tasks

T hands out HO1 T instructs SS to read questions 1-4 in 30 secs. Give SS 2 minutes to scan through the text and find the answers to the questions. ICQs: Are you going to read in detail? No How many questions will you answer? 4 How many minutes do you have? 2 After 2 minutes, have SS check in pairs. Then T passes out answer key.

Stage 4: While-Reading (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Next T tells SS that they will now read the whole passage and answer the questions in part (d) True or False. GIve the SS 5 minutes to read it through. Once the time is up, have SS check their answers in pairs. T then presents answer key.

Stage 5 - Post-Reading (8-15 minutes) • To provide ss an opportunity to respond to the text and expand on what they've learned

T puts SS in 3 groups of 3 (depending on number of students) Each group will be given a sheet with miscellaneous items. Each group has to choose 3 items from that list and figure out how these items will help them survive on a desert island. They should think of ways of putting them to good use. SS will have 5 minutes to choose the items and discuss together how they will use them. When time is up, each group will nominate one person to discuss their choices and rationale. Hold a class vote to decide which group would survive for the longest. Feedback/error correction to follow.

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