zeyno gurses dolay zeyno gurses dolay

Reading
upper-intermediate level

Description

In this lesson, ss will focus on an article published in The Guardian newspaper. They will have the opportunity to read the text for gist, specific information as well as focusing on the details. Students also will get a chance to learn new vocabulary through the text. Controlled practices such as matching, True/False statements will be followed by discussion about some newspaper styles among students

Materials

Abc PP4_newspaper contents / visuals
Abc text paragraphs
Abc PP3_T/F statements
Abc HO2_EX:B
Abc answer key_ex:A
Abc HO2_ex:A
Abc HO1_banana text
Abc WB
Abc PP1_banana

Main Aims

  • To provide gist, scan, detailed and deduction reading practice using a text about can't live without bananas in the context of newspaper article

Subsidiary Aims

  • To enable students clarify vocabulary, phrases and idioms in the context of newspaper articles and provide fluency speaking practice in a discussions in the context of newspaper articles

Procedure

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

T shows picture of bananas with the title 'Can't live without bananas' on the WB. Then asks students what the picture and the title could possibly be conveying? Ss are asked to discuss in pairs for two minutes T elicit answers from the students. When a close answer is retrieved T tries to elicit the name of the newspaper that the article was published in. 'The Guardian'

To provide students with less challenging gist and specific information reading task (2-3 minutes) • To enable students understand what the article is about through the information provided from various sources

T asks students to scan-read the text and spot the names of 7 different newspapers mentioned in the text, in pairs. HOs are given to students.

Feedback (2-3 minutes) • to enable ss to confirm their answers and be encouraged to use the new language

T shows the answer key on the WB T talks about the different contents, styles of different newspapers, eliciting comments from students T asks the ss to look at the first paragraph and elicit the meaning of 'to go banananas'

Reading for specific information (4-5 minutes) • to give the students an opportunity to focus on the information within various paragraphs

T asks ss to read the descriptions in ex:A on the HOs and match the newspaper names with the descriptions ( in different pairs) Ss are given the HOs

Feedback (2-3 minutes) • To enable students check their answers and be more encouraged

T hangs the answers on the walls for ss to check

Clarification of vocabulary within the context (3-5 minutes) • to enable ss to clarify the meanings of come words through matching exercise

e.g.. stabilize/ stimulate / versatile/ indispensable / temper tantrums Above mentioned words and their descriptions are shown mixed on WB. Ss are asked to work in pairs to find the correct matching. T also marks which paragraph they can find each word Pronunciation is drilled, word structures are elicited

Reading for detail (4-6 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T asks ss to read the text again and complete exercise:B, T/F statements individually. T tells students to turn the back page of ex:A where they are to find ex:B

Feedback & Review (8-10 minutes) • To allow ss to understand the context fully and clarify vocabulary, idioms etc.

Ss peer check T shows the T/F statements on the wb and elicits answers from ss. While doing so clarifies some vocabulary, phrase and idioms by eliciting from students

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

T hangs text paragraphs to different walls of the classroom prior to the last task e.g. P1-2 / P3-4-5 / P 7-8 Ss are given an example of a newspaper to look at briefly T tells ss more about the possible contents of various newspapers and how they look like. T asks students if they want to try being an editor for once? T tells students that what they need to do is make the newspaper more appealing for the readers to read and shows some description of contents/visuals that newspapers use to have more vivid image. Descriptions: *photo of a person/action/item(s), etc. *charts / symbols / comparisons *bulleted listings *quotes *Dr. comment / article T groups ss to X, Y, Z and asks them to write the possible description of the contents/visuals for each paragraph, under the relevant paragraph(s) T gives an example

Web site designed by: Nikue