New lesson plan: straightforward, reading, mysteries

Soheil Ataie

straightforward, reading, mysteries - intermediate, B1 level

straightforward, reading, mysteries
intermediate, B1 level

Description

in this lesson the students are to read a scrambled piece of story about a film to understand what the true story is and how a person might lie about his real identity. there are a number of vocabulary items to be covered and by the end, they will be expected to go on with their own stories.

Materials

No materials added to this plan yet.

Main Aims

To provide gist and detailed reading practice using a text about the return of Martin Guerre in the context of meysteries

Subsidiary Aims

To provide clarification and practice of law related vocab in the context of mysteries and lies

Procedure (45-55 minutes)

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

I will start the class with an example,"there is rich man who is lost, and I absolutely look like him, what should I do? what would you do?" and ask them to come up with different and maybe interesting ideas. this stage will be done in pairs and the FB will be received individually. (aim: to make them familiar with the whole idea and prevent them from going cold into the text)

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

receiving the FB from the students, I can lead them to the next part, pre-teaching the vocab. here in, I will elicit the words "Impostor", "trial", and "accuse" from the students and let them stay on the board till the end.(aim: to remove the possible reading blocks) afterwards to grab their attention more and bring them into the whole theme, I will attach some photos on the board showing the story characters. I want them to start talking to their peers and guess their true story. the FB will be received individually.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

after their speculated story versions have been received, I will show them the text, give them the instructions first, "here, you have the story about theses pictures, they are not in the correct order, I need you to order them." I will set the time three minutes to keep the gist reading task as short as possible ICQ: "do you have enough time to read this word by word?. then it is the time for table check, for the feedback each table can check the answers on the other tables and then give me WCFB. (aim: to extract a whole view of the story)

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

for the next part, I will give them HOs which has incomplete pairs of sentences to be matched. in order to do this detailed part, I will give them five minutes and I want them to match the pieces, afterwards, to check with their peers. Finally, the individual FB will be received. (aim: to make them go through the text more carefully and use the elements to answer the questions.)

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

now this is the time for them to produce some language using the text that they have viewed. it is important for me to maintain the context, so that the students will get into this activity more easily. I will show them the pictures of "Brad pit and Angelina Jolie" the instruction is, they got divorced because one of them was not honest to the other one, I want you to tell each other your stories in pairs in five minutes. (aim: the students always need to have a "freer chance" to practice what they have viewed.)