Raheleh Nouraei Raheleh Nouraei

The land of the brave
B2 level


In this lesson, students will practice reading (receptive skill) for gist, through the context of fear and the text named 'Land of the Brave.' Three stages in Shape E will be covered for this skill: pre-reading, while-reading, and post-reading to gain the aim of the lesson. Lexis (Language function) will be dealt with as a sub-aim. Lexis is going to be clarified and practiced through controlled practice, shape A in the chart suits this sub-aim best.


Main Aims

  • To provide gist, and detailed reading practice using a text about The Land of the Brave, in the context of fear

Subsidiary Aims

  • To provide clarification


Lead-in (7-10 minutes) • To generate interest in the topic of the lesson

1. Ask questions: (a &b orally, just to spark some interest) a) Have you ever broken any rules? b) Are there any times when you think it is acceptable to break a law? (c-f on the slide. time limit 2 minutes to discuss it in GW) c) Is it acceptable if some people in society are treated differently from others? d) Have you ever been/gone on a march to protest against the government deeds? e) Have you ever boycott anything in your country? (In Iran people boycott Iran khodro's products for some months, because that car factory made awful cars with no airbags and the cars cost a large sum of money) f) Have you ever gone on a hunger strike for any reason? (I remember as a teenager I used to go on a hunger strike whenever I wanted to protest against my parents' decision. That was crazy. ) 2. pre-teach the new lexis: chest-material: match the words and the definition pass out the hand outs check in pairs Match. 1. segregation (opposite of integration/ when people of different races, sexes, or religions are kept apart so that they live, work, or study separately) 2. civil rights ( the rights that every person should have, such as the right to vote or to be treated fairly by the law, whatever their sex, race, or religion) 3. abolish ( to officially end a law, system etc, esp. one that has existed for a ong time) 4. overturn a decision/ a law etc (to change a decision or result so that it becomes the opposite of what it was before) 5. boycott (to refuse to buy sth, use sth, or take part in sth as a way of protesting) 6. culminate in/ with sth (ends with sth) 7. mark (indicate) 8. reverend (a minister of a Christian Church) 9. back (v) (to support) 10. grant sb sth/ grant sth to sb (to give) 11. stand up for sth/sb (to support/ to back/ to defend sth/ sb when they are being attacked)

Pre-Reading task (3-4 minutes) • To prepare students for the text and make it accessible

1. Show them the title. / Do you know who she is? Do you know what she has done? 2. Play the You-Tube video on Rosa Parks for kids 3. Quick CCQs. Was she black or white? Did she have a problem? What was her problem about?

While-Reading (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks. To get an overall understanding of the text

1. Show ex. 1 on PPT. / Answer the questions in pair/ WCFB ---Read the magazine page and answer these questions: ---1. What exactly did Rosa Parks do? ---2. Why was her action considered brave? ---3. How did the black community react? ---4. What effect did this have on American laws?

While-Reading (2-3 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

1. Do ex. 2. True/ False statements./ Do it in pairs/ If it is false, find a reason why. 2. Do ex. 3. Fill in the gaps./ PW/ WC

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

1. Do ex. 4. / Show the PPT/ Think of a courageous person in the history of your country. What did this person do? 2. Do ex. 3 in the workbook

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