Richard Vile Richard Vile

3
Upper level

Description

In this lesson the students will practice reading. To start the students will discuss two pictures, then read for gist followed by detail. In the latter part of the lesson students will focus be reminded of narrative tenses from their readings and then practice them with with writing their own narratives. and in the second part practice speaking through prepared discussion topic cards.

Materials

F8i2fwrqbwaduv8qua1w plan3celtareadingvocab vocab. matching handout
Abc speak out upper int. 2nd edition

Main Aims

  • To provide gist, scan and detailed reading practice using a text about through two short narrative texts in the context of about life experiences.

Subsidiary Aims

  • To provide review and practice of narrative tenses, of simple past, past continuous and past perfect in the context of within the context of personal experiences.

Procedure

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

Look at projected photo one and the title and predict through elicitation the narrative of story one. On second slide project second image and title of story, ask SS to discuss in pairs what might have happened and prepare a series of actions. Then compare the differences.

Stage 1 The text / reading (14-20 minutes) • SS read text

- SS are given text and asked to read it in 1 mins, for gist and main idea. To see how accurate their predictions from the warm up stage were. Instruction - Now I want you to read this in one mins and get the main idea, check if it matches your prediction. While handing it out, ICQ - Are you reading for details? Are you reading find out places and names? - SS are given matching exercise with definitions and vocabulary and asked to discover the meanings from context. Instructions - In pairs match the vocabulary and find out the details ICQ - Are you dong this alone or in with your partner? SS check each others answers. SS are asked to read it alone for deeper understanding afterward CCQ CCQ - Did something unusual happen at the opera? What? One group writes an end to opera story, another two or three more sentences and the other group writes an end to the flat-tire story. Endings are read aloud. Students are asked which story is better?

Stage 2 Highlighting grammar, clarification and semi-controlled practice (8-10 minutes) • To draw students' attention to the target grammar or narrative tense language of past simple, continuous and past perfect.

GW - Underline and examples of the TL in in the text. Afterward check partners and highlighted paragraph given to them. Yellow- simple past Pink - past con't orange - past perfect Elicit which tenses are used in the readings and why? Elicit the rules for each tense and the structure for each tense. Controlled practice Hand out gap fill exercise for less controlled practice - hand out and compare answers

Stage 3 Semi-Controlled Practice (5-8 minutes) • To clarify in question form the TL of past questions.

SS prepare 6 questions to be asked to each other 2 each from simple past, 2 past cont, past perfect T: monitors for common errors, puts any on the board and elicits why a problem.

Free Practice (6-10 minutes) • To provide students with free practice of the target language, through the questions that they have prepared

Nominate students with a spin the bottle concepts , All students at one table, and the spoon or whiteboard marker in the middle used as selector. Clockwise in turn student spins and asks questions the whomever it lands on. Time permitting, otherwise simply ask your partner and teacher monitors group by group. Questions examples Where did you go on your first date? What were you doing when _____________ ? What hadn't you done before you finished high school?

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