Sibel Kederli Sibel Kederli

TP2- Protests
B1 level

Description

In this lesson, Ss study on a reading text including different news about protests. The lesson starts with a discussion about protests. This is followed by a pre-teaching vocabulary stage. After this, Ss read for the gist and for detailed information. Finally, there will be a follow-up task that Ss will work in groups and have another personalized discussion on protests

Materials

No materials added to this plan yet.

Main Aims

  • To provide a gist and detailed reading on protests.

Subsidiary Aims

  • To provide a communicative activity for Ss to produce their own sentences on protests.

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

T shows pictures of differents protests around the world. SS look at the pictures and discuss who, where, what they are doing. T asks SS work in pairs and discuss questions in ex. 1 T takes W/C feedback

Pre-Reading, Pre-teaching of vocabulary (8-10 minutes) • To prepare students for the text and make it accessible

T explains that students need to know some words for the reading they will do. T checks understanding of the words: SS recall or learn the selected words and answer concept questions. 1-T shows the picture of children in war to elicit the word 'victim' What happens to children during a war? Are the children in Syria happy with their situation? Did these children start the war? The children are innocent/helpless victims of war in Syria. 2- T shows the picture of a man to elicit the word 'pompous' How does this man look serious or funny? Do you think he tells jokes and tries to be funny? He does not have a sense of humour What does he think about himself? Who is more important himself or the other people? How else can you describe this man? 3- T shows a picture of naked cylists. What are these people doing? Are they wearing any clothes? 4- T continiues with the word 'vulnerable'. Are they wearing any helmets to protect themselves? Is it safe for them to ride like this? What happens if a car crashes them? 5- T shows a picture of people on strike. Who are these people? Are they working now? What are they doing? Do people go on a strike if they are happy with their jobs? When do people go on a strike? 6- T continues with the word 'negotiation' When do people stop striking? What do they do to agree with each other? 7- T continues with the word 'prisoner' What happens if you do not negotiate/ agree with your boss and kill him/her? How do we call people living in a prison or jail? Can prisoners go outside?

While-Reading (5-7 minutes) • To provide students with less challenging gist reading tasks

T gives SS the news and the headlines cut into pieces and asks them read quickly and match. T groups the students and asks them check their answers. T puts the news cut into pieces on the board and the headlines for these news in a mixed way. SS from each group come to the board one by one to match the headlines with the news. Open class feedback.

While-Reading (10-12 minutes) • To provide students with more challenging detailed reading task

T asks SS read the news again and tell them the last sentence of each article is missing. T asks SS match the last sentences of each article. SS check in pairs. T provides the answer key. T asks some questions to check comprehension. What kind of people does Godin choose? What was the problem at the jail? Did the nurses' union agree on a salary? How did the protest of cyclists end?

Post-Reading (8-10 minutes) • To provide with an opportunity to produce their own sentences on protests

T gives SS different topics of protest and asks SS discuss the best form protest.

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