Jigsaw reading, Speaking
Upper-intermediate B2 level

Description

In this lesson, the students have a jigsaw reading about two big corporations "Apple", and "Starbucks" and discuss the status of these two companies and people's opinions about them. They also study "ly" adverbs through this reading and later on they practice the language through a speaking task which focuses on anti-globalization and multinational corporations.

Materials

Abc Photo
Abc Questions 4 (OHP)
Abc Handout 3 (Writing questions for the answers)
Abc Handout 2 (Questions) OHP
Abc Handout 2 (Questions)
Abc Handout 1 (Jigsaw reading)

Main Aims

  • To provide scan and detailed reading practice using a text about Big corporations and anti-globalization in the context of Famous brands

Subsidiary Aims

  • To provide fluency

Procedure

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

SHOW the photo (WHAT DO YOU SEE HERE? TWO OF MY FAVORITE THINGS) Students see a photo showing an iPhone and a Starbucks cup to get engaged HIGHLIGHT "Apple" & "Starbucks"

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

SHOW the questions using OHP and GO over the questions quickly to check any difficult words and ELICIT "found", "features" (DISCUSS THESE QUESTIONS IN PAIRS, DO YOU KNOW ANY OF THE ANSWERS?) Ss work in pairs and discuss quickly Whole class feedback to check their ideas ASK (Can you become successful if you are lazy? What does it take for a company to become successful? Determination, vision, attention to the welfare of employees, etc. What happens if you don't have these? You go out of business)

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

SET two groups: "Apple" and "Starbucks" READ YOUR TEXT AND FIND THE ANSWERS DON'T WORRY IF THERE ARE NEW WORDS (One group reads Apple and one group reads Starbucks looking to find the answers to the questions.) SET smaller groups of 3 or 4, all from the same group CHECK YOUR ANSWERS TOGETHER Ss check together SET new groups (One "Apple" and one "Starbucks" in each pair) NOW TELL EACH OTHER WHAT YOU LEARNED Ss share information with their new partners

While-Reading/Listening #2 (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

SHOW the "answers" using OHP THERE ARE 8 ANSWERS, 4 FOUR APPLE and 4 FOUR STARBUCKS READ AND FIND WHICH ONES ARE FOR YOUR COMPANY THEN WRITE 4 QUESTIONS (CCQ: Do you have the answers or the questions? The answers, so you should write the questions) DO the first one as an example to clarify the task Ss read and decide which answers are for their text and write questions for them. CHECK YOUR ANSWERS IN PAIRS Ss check their answers with a partner from the same reading group. Whole class feedback (Checking some vocabulary in case it comes up)

Post-Reading/Listening (8-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

PROJECT "the two questions" (1.What arguments do the anti-globalization protesters make against Starbucks and other multinational corporations? Do you agree with them?) using OHP Ss get in new groups and discuss to share their ideas on anti-globalization and big multinational corporations MONITOR If time, they get in two groups, one supporting big corporations and one against it, they must come up with arguments to support their opinions and then have a debate

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