Anna Anna

TP1b Anna Pinosa
Upper Intermediate level

Description

In this lesson, students will read three short texts about magical places and will look for different types of information.

Materials

Abc Reading texts
Abc Questions about the pictures
Abc Pictures of Fountain of Trevi, Tasik Dayang Bunting and the Blarney Stone (Google Images)

Main Aims

  • To practise reading skills for gist and details.

Subsidiary Aims

  • To expose students to the TL, to give some oral practice of the TL prior to the grammar presentation.

Procedure

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

T will show a picture of a bridge in Paris full with locks and tell them that it is a magical place. T will ask Ss to guess what and where it is and why it is considered to be magical.

Pre-teach vocabulary (5-7 minutes) • To make sure Ss understand key lexis necessary for the task

- T writes on the board the items: celestial princess, to rumour, to toss. - T elicits meaning from the Ss. T shows one word at a time and asks for the meaning. If Ss don´t know the meaning, T explains. - T asks Ss about the usage. T: "Can you give me a sentence with this word?" If the Ss can´t, T gives it. - T drills first chorally then individually.

Pre-Reading (5-7 minutes) • To prepare students for the text

Ss in group of 3 (grouping according to paper colour) - T will give every group a picture of a place. - T: "Talk with your group about the place in your picture. Discuss the two questions you find below the picture." ICQ 1: "Will you talk or write?" ICQ 2: "What will you talk about?" - Ss will work in groups of 3 and will talk about the place. - Ss discuss whether they know these places and what they think makes the places magical.

Reading for gist (3-4 minutes) • To provide Ss with general gist questions

- T will give the students time to read their text quickly. T: "Read the text quickly. Look for the answers to the two questions. Don´t focus on details. You have only 1,5 minutes for it. When I say stop you turn your text facedown." - ICQ 1: "Will you try to understand everything?" ICQ 2: "On which questions will you focus?" ICQ 3: "What will you do when I say stop?" - Ss will read their text to check their answers from the previous task. - T will stop Ss. They will discuss their answers in the group. T: "Now check your answers with your group"

Reading for details (8-10 minutes) • To provide Ss with more detailed questions

- Ss will read again more carefully (4-5 min) and will look for more details about the text. After reading, with the text facedown they will reconstruct their texts. - T: "Now read your text carefully. Look for important information. You can read it more than once. Try to memorize the key elements so that you can reconstruct it without looking at it." - ICQ 1: "Will you look for details?" ICQ 2: "Will you be able to look at the text when you reconstruct it?" ICQ 3: " [Note: Tell the Ss that they can´t look at the text!]

Follow-up (6-8 minutes) • To allow students to react to the text and give their opinion

T asks Ss if they have ever been to those places and if they would like to go and why

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