TP2_Reading
B2 level

Description

This is a reading lesson for gist, detail and in deducing meaning from context in the context of the battle against disease.The reading and vocabulary set the context for the lesson, and the reading provides examples of the grammar to be covered in the next lesson.

Materials

Abc Powerpoint slides
Abc Course book hand-outs
Abc Campbell, R & Tennant, A (2011) Global Upper Intermediate WkBk Macmillan
Abc Clandfield, L & Watkins, F (2011) Global Upper Intermediate TsBk Macmillan
Abc Clandfield, L & Robb Benne, R (2011) Global Upper Intermediate SsBk Macmillan

Main Aims

  • To enable students to give practice in reading for gist, detail and in deducing meaning from context in the context of the battle against disease.

Subsidiary Aims

  • To give Ss vocabulary about diseases – word formation with -able and to practise speaking.

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Show two pictures on the board and ask Ss what is wrong with the people in the pictures.Most probably,they would say "They have got flu." I will write the name of the illness on the board. Ask Ss to tell the ways they can avoid catching it.

Presentation (5-8 minutes) • To prepare students for the text and make it accessible

Show the picture and the headline in the student's book and ask Ss to read it.Tell them there is one keyword that makes this a news story.Ask Ss what this word is. In pairs,Ss discuss in one min.Then check W/C FB. Elicit the word "preventable" and the suffix -able. Preventable: (adj) Capable of being prevented. Anything that's preventable can be avoided or stopped in its tracks. A preventable disease is one that you can easily be vaccinated against.

Focus on meaning (3-4 minutes) • To focus on the meanings of the adjectives with -able.

Put on the board “preventable disease” “preventable weather” – ask Ss which combination is possible – elicit that we can use some adjectives with some nouns, but not all are collocations. Ss work in pairs to match the nouns and adjectives in ex2. Put these onto cards and make a matching activity and then come up with a definition/meaning. Give an answer key and check their ideas for definitions.

Pre-reading & Gist (4-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Reading ex1 – Show Ss the text (don’t give it out yet) and ask Ss where they think it is from. Put choices from the T’sBk onto the board. Tell Ss to read and decide where it’s from – give them only 30 seconds. Get Ss to check their ideas – then give FB. Ask what helped them decide – e.g. the headings. Ask Ss what they know about the diseases and they discuss in ipairs.

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

Focus Ss on the task in ex2. Give Ss time to read more slowly and complete the task. Ss check their answers in pairs/groups – give FB.Don't answer any queries about unknown words at this point, as that is the purpose of exercise 3 (understanding words in context).

Deducing Meaning from Context (5-8 minutes) • To find the words in the text that fit the definitions.

Ss work together to find words in the text to match the definitions in ex 3.W/C FB. If Ss have difficulty to do the exercise,I will write the first letters to the words on a piece of paper and give it to them. At the end of the exercise ask weaker and stronger students to pair up and check answers together.

Post reading (5-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss read the statements in ex 4 and decide which words they would choose to show their opinions. Then Ss discuss in small groups – 3-4 Ss - & try to persuade each other. Monitor and one S from each group will give FB.

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