CELTA - Fact or Fiction TP1
Intermediate B1 level

Description

In this lesson Students will learn about intercultural experiences by reading for gist, detail and deducing meaning from a context of "whether you can belive what you read" whilst introducing or reviewing vocabulary to talk aboit facts and information and speaking for fluency.

Materials

Abc Reading #1
Abc Pre Reading
Abc Warmer

Main Aims

  • To provide gist and deduction reading practice using a text about Fact or Fiction "Can you belive what you read" in the context of facts or information.

Subsidiary Aims

  • To provide fluency speaking practice in a coverstaion or discussion in the context of Facts and information from within the reading text or discussing personal experience

Procedure

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

Pictures of newspapers, Magazines, web pages, books, advertisiements, Encyclopedias, Pictures of people etc Pictures will be posted around the room, T - Qu What do the pictures tell us? What do the items in the pictures give us? Are there any other things where we can get information from? Board Blast - Answers to questions Show Trump Picture (covering fake news) T - Qu What has this man been talking about alot recently? (slowly uncover tagline to elicit information or support Ss) Qu - what sources do you think gives factual information ?

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

Write the articles title on the board ... ask Ss as a group what they think the article could be about Ss to write their possible answers on a piece of paper Feedback their ideas to the class selelct a Ss to write the answers on the board

While-Reading #1 Exercise (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Provide the Ss with subheadings on a piece of paper provide an oportunity for them to read the subheadings and discuss them with their partners to self correct or gain an understanding of the headings. Explain to Ss that they are going to read the article quickly and choose which heading best goes with which paragraph. Provide Ss reading article and provide a 5 minute time limit. In pairs Ss check their answers then Fb to the class group

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Provide Ss the questions (3) on paper allow Ss to look at the questions and see if they can answer any of them with anything they might remember. (Pairs) Provide reading time for more detailed reading of about 8-10 mins.(individual) Ss in Pairs check their answers W/C Feedback

While-Reading #3 Deduction • To allow students to gain an understanding/meaning of new vocabulary learnt within the text.

Explain to Ss as a whole class example one of the activities in exercise 4 (taking care to note the numbers match the paragraph number within the reading text), then in small groups ask Ss to complete the questions,. Ss then in pairs peer check the answers FB - Write the sentences on the board (or project the sentences) ask a Ss at random to complete each sentence one by one. To check meaning of new words / vocabulary ask Ss to create a sentence using the new word. For example: Reliable a Ss could give a sentence like my new car is more reliable than my old one.

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

Speaking Activity 5 - Ss are given the questions while other Ss are given answers to complete the blanks, Ss mingle sharing the answers then asking and answering the questions to ensure a bit of personalisation. Feedback Ss provide the answers questions and tell the WG an answer that they remember to the questions from otehr Ss or an unusual answer that they were given in the ask and answer question stage.

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