Patrick Cody Patrick Cody

CELTA TP 1 - Patrick Cody
B2 - Upper Intermediate level

Description

In this lesson students will continue a discussion about hobbies and jobs from the previous lesson. They will complete a short reading passage related to an autograph collector while aiming to understand both gist and detail. New vocabulary/phrases from the text will be taught and students will conclude the lesson with a short discussion of their own hobbies.

Materials

Abc Powerpoint Presentation
Abc Difficult Vocabulary Handout
Abc The Autograph Man - Reading

Main Aims

  • Students will practice reading for both gist and detail.

Subsidiary Aims

  • To learn new vocabulary in the context of hobbies and jobs.

Procedure

Lead-in (3-5 minutes) • To lowers thes students' affective filters and set the context for our lesson.

Show students pictures of famous people's autographs. (This should include Ataturk's autograph as a conclusion) See if the students can guess who the signatures belong too.

Pre-Reading Task (2-3 minutes) • To engage the students' interest and introduce the topic of the reading passage.

The teacher will divide the class into groups of three and give a HO with the discussion questions from exercise 3. Taking a maximum of 2 minutes the students should discuss their answers together. Ask the students what they think the reading might be about. Elicit responses hopefully related to collecting autographs.

Pre-Teach Vocabulary (3-5 minutes) • To pre-teach three key vocabulary phrases which might prevent the students from understanding the text.

T will write each phrase on the board one-by-one. You may elicit guesses from the class about potential meanings. Model the correct meaning through drawing (draw a line) or miming (track something down, indulge yourself). Affirm the definitions using students own words if possible. At this point the teacher will also give the "Difficult Vocabulary Handout". The paper should be folded in half revealing only the three pre-taught phrases. Students will look at the bottom half of the page in the next stage.

Reading for gist (3-4 minutes) • To practice reading for gist

Before handing out the reading passage the teacher will reveal three true of false questions on the powerpoint. Explain that the students will have 1 minute to read the passage and find the answer to the questions. 1-James has always been an autograph seller. (False) 2-You can make lots of money selling autographs. (True) 3-James hates collecting autographs. (False) After one minute have the students quickly check their answers with a partner.

Reading for detail (10-12 minutes) • To practice reading for detail.

Explain that the students will again read the passage this time fully. Reveal the powerpoint with content questions for the students to focus on (Reading exercise 1). The teacher should monitor the class in order to gauge student comprehension and the time needed. When students have finished allow them to check their answers in groups of three again.

Read for detail (6-8 minutes) • To practice reading for detail

Gather the class again as a whole. Reveal the next powerpoint slide with the gap fill phrases ( Reading Exercise 2). Allow students several minutes to write their answers and check in pairs.

Vocabulary (9-10 minutes) • To learn new vocabulary in the context of hobbies and jobs.

Refer back to the prepared handout. Ask students to look at the bottom half in order to match the words to their definitions. Explain that dictionaries should not be used at this point but students should use context to make their best guess. Allow students to check in pairs and then as a whole class. Take the opportunity to review any particularly words using the CCQs listed in the vocabulary analysis.

Post-reading task (2-3 minutes) • To give an opportunity for oral practice and closure for the lesson as a whole.

Ask the students if they would like to get the autograph of any of the people mentioned in the article. Whose would they get and why?

Back Pocket Activity / If Time Allows (4-6 minutes) • To provide another opportunity for oral development and the extension of the lesson if necessary

Working in pairs students can continue a discussion based upon the questions from Reading Exercise 3, found in the powerpoint. Additional questions have been added.

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