Teaching Practice 8
Beginner level

Description

This is a receptive skills lesson with a focus on reading for gist and details as well as speaking for fluency. SS are expected to be involved with a text at the same time being aware that they don't have to read and understand everything in the article. This will be followed by a speaking activity which further exploits the text.

Materials

Abc Speaking Activity
Abc Details Questions
Abc Gist Questions
Abc Reading Text

Main Aims

  • Reading for gist and details in the context of education

Subsidiary Aims

  • Speaking for fluency in the context of education and teaching new vocabulary related to the topic

Procedure

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

Use OHP to show teacher's photo on WB. Ask "Who is she? What is her job?" Then ask "What makes a good teacher?" "What makes a bad teacher?" "Does a good teacher like to help students?" Elicit answers and encourage ss to discuss ideas.

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

Point to Babur and ask "How old is he?" "What is his job?" "Where does he live?" Ask ss to predict. Elicit ideas. Then point to the sentences and ask them to discuss in their groups for 2 minutes and try to predict more about Babur's life. Elicit ideas and teach vocabulary related to the text.

Reading for gist (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Say "Read the first paragraph of the article about Babur very quickly and look at the questions. You don't have to understand everything you read. Answer questions in your groups with your friends. Finish in 5 minutes". ICQs: "Do you read all of it or the first paragraph?" "Do you have to understand everything you read?" "Do you work together with your friends?" "Do you read very quickly?" Then nominate ss in pairs to ask and answer the questions in OCFB. Drill for any pronunciation problems.

Reading for details (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Distribute details questions. Ask ss to read the second part of the article. Say "Read the second part and answer these questions. Choose the correct answer and underline it. Work in your groups with your friends. Finish in 5 minutes." ICQ: "When do we finish?". Nominate two ss from different groups to ask and answer the questions in pairs in OCFB. Encourage ss to use the question forms and wh questions. Drill for pronunciation mistakes.

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

Say "Imagine a journalist is visiting Babur's school and he wants to interview one of the students. What does he ask?" Elicit ideas. Draw attention to WB for the first question. Elicit the first question as an example. Say "Can you make a question with this?" Elicit: "How many students does your school have?/ How many teachers are in your school?" Distribute the activity sheets and divide class into pairs (A's journalist and B's students) ICQ: "A's raise your hands". Then nominate two confident students to demonstrate the beginning of the role play. Then say "Everybody stand up. A's find B's. Ask each other the questions and answer". Monitor and help as necessary, check for correct question formation.

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