To provide gist, scan and skim reading practice using a text about expatriates in the context of living and working abroad
To provide fluency and accuracy speaking practice in a discussion in the context of living in Turkey and abroad as expatriates
Procedure (32-46 minutes)
T asks the Ss how they feel and sets the scene for the upcoming stages. T prepares the projector and materials. checks the seats and greets everyone.
T puts the picture of some foreign teachers in Ozyegin University English Department on the wall through the projector and asks the class: Do you know them? Are they tourists? Are they living in Istanbul? Do they work here? T asks the class to think what is the word (EXPAT) for a person who lives in another country. If the Ss couldn't say the word, T could prompt the word by writing the first and the last letters on the board. T asks the class: Why did these teachers chose Istanbul or Turkey to live and work? T elicits some ideas from the Ss and writes them on the board. T asks the Ss to think about the countries Turkish people prefer or like to live as expats and write the reasons why they choose that countries. T asks the Ss to check their answers with a partner and also asks them to write their answer on a Padlet page prepared by the T. Ss write their answers on the Padlet page and also read the ideas presented by their fellow students that T put on the board by the projector and make suggestions if necessary.
T asks the class to read the text in 5 minutes without focusing on the details and circle the names of the countries that are the best places to be expatriates. T asks the Ss to check the answers with their partners. T asks the class to see if the names in the text are the same destinations with that of they made about Turkish spats. T elicits the answers from the class.
T take part in a jigsaw reading activity through a text focusing on details that are mentioned about each region being good or bad for expatriates (Asia, Europe W/E, the Middle East) T designates a number for every S with an specific area to focus on. T puts the numbers with the areas on the board via the projector. Students read their designated parts and take note about specific positive and negative points mentioned about expatriate conditions in each region. T asks the class to stand up and find people with the same number to check their answers. T aasks the Ss to find other Ss with different numbers and read their information for them and also listen to their information and take notes. This continues until they have filled all the columns. T conducts a whole-class feedback. T names each number representing each region to summarize the specific information about their region.
T asks the Ss to work within groups and discuss the following questions: 1. What are the advantages or disadvantages of being expatriates. (name them) 2. What country they prefer to live as expatriates? Do their partners agree or disagree? 3. What are the reasons people choose to live abroad as expatriates? 4. What are the challenges of being an expatriate in Turkey? T lets the Ss to discuss the question withing their groups and monitors their activity closely. T elicits the answers from the groups and asks if other groups agree or disagree with them. T invites other groups to participate in the discussion. T provides the feedback about possible mistakes the Ss made during the lesson.