Reading News Stories
To provide gist and detailed reading practice using four short texts related to news in the context of news stories.
To provide clarification of a lexical set related to news articles in the context of news stories.
To provide fluency speaking practice in a conversational setting in the context of cinema and television through personalised questions.
Procedure (41-57 minutes)
-As a Lead-in, the teacher asks students personalised questions from the course book (Cutting Edge Intermediate Students Book) to familiarise them with the context. -Students answer the questions individually, comparing their answers in pairs. -2 minutes are given for this task. The questions are; "Do you read a newspaper everyday?" "Do you usually check the news online?" "Are you interested in the news? -Answers to the questions are shared with the whole class. -Followed by the teacher asking students to introduce them even further in to the context of News Stories; "Which ways of finding out the news are most popular?" "Which way do you think is the best?" -Students work in groups to answers the questions and compare their results.
-The teacher tells the whole class that they are going to read some news items from English newspapers. -The first Pre-Reading activity is initiated by the teacher with the pre-teaching of the necessary vocabulary through elicitation, concept checking - if necessary - drilling of the difficult words, and writing the words on the board. -Pictures related to the new set of vocabulary are demonstrated for elicitation. "to sue someone" "the main feature" "consecutive" "to go down on one knee" -Pre-teaching vocabulary is followed by the predictions about the context and the articles. -The headings from the text(s) are projected on the board by the teacher, -The ideas about the text(s) are elicited from the students by the teacher. -Students work in pairs and share their answers with the whole class. -Students are given 3 minutes make predictions about the text(s). The headings are provided below; "German DJ breaks record" "TV weather presenter gets on air proposal" "Woman sues movie theatre" "Who's watching the audience?"
-Headlines of the articles are provided by the teacher as handouts to students. -Students are instructed to skim the articles quickly in 3 minutes to match them with the headlines. -Students are told that they will have another chance to read the articles more carefully afterwards. -Students check their answers in pairs "Did you make correct guesses?" Answers for the skim and match activity: 1. C 2. D 3. A 4. B
-For a more challenging detailed reading While-Reading activity, students are asked choose the most appropriate sentences to summarise the articles by reading the articles once more. -During this stage, students read the articles in details, without a certain time limit - they may have as much time as needed. -Students work individually, and checking their answers in pairs after completing the task. -The answers are elicited by the teacher as feedback, and checked with the whole class. Answers: 1- she had to wait a long time to see the film 2- show pictures of the audience 3- towards, he was extremely tired 4- surprised, she didn't expect her boyfriend to propose
-If there is a suitable time period after Stage 4, the vocabulary game is initiated by the teacher. -Handouts of the Activity 5 from the course book are distributed among the students. -As a demo, the teacher elicits the first answer from a stronger student. -Students work individually, checking their answers in pairs after completing the task. -The answers with provided with an answer key. -Difficult words such as audience, applaud, and broadcast are drilled with the whole class. Answers: 1. a trailer 2. a romantic comedy 3. the audience 4. a broadcast 5. the set 6. a graphic 7. to applaud
-During the Post-Reading stage, students are expected to produce the language without fraying away from the context, speaking for fluency is targeted. -4 personal opinion questions are asked, the teacher monitors the students, and projects the answers on the board. -In pairs, students discuss the questions they chose. -The questions, taken from the course book, are provided below: "Should there be fewer adverts and trailers in cinemas or do you like watching them?" "Is it important that people are stopped from making illegal copies of films? Why / Why not?" "Has anything unusual (like Marty's proposal) ever happeed on live TV in your country?" -Cutting Edge Intermediate Students Book Third Edition, Page 71, Task 6.