TP4
B2 level

Description

This is a reading lesson for gist, detail and in deducing meaning from context in the context of no longer at ease.The reading set the context for the lesson, and speaking for fluency is practised.

Materials

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

Main Aims

  • To give students practice in reading for gist, detail and in deducing meaning from context in the context of No longer at ease

Subsidiary Aims

  • To give practice in speaking for fluency in the context of no longer at ease.

Procedure

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

Write the following words on the board: I was no longer at ease. Start by telling the students the following anecdote: When I was young I spent my summers at Sheraton Hotel. Every summer I spent a lot of time there with friends. We would go to the cinema, to discos, to all the popular places. When I got older I stopped spending my summers there. I got married and had my own family. Some years later a friend of mine from my youth called me. She had organised a reunion of all my friends in Ataköy. It was the first time in 15 years that I returned there. When we all met again, we realised we were older. Things had changed. Many of the places we went to were closed. Everyone was much younger than us. It was fun, but I was no longer at ease. Elicit what no longer at ease means (not comfortable anymore). Ask students to think of a time when they were no longer at ease somewhere and in pairs they talk about it.

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

Ask students to read the information about the book No longer at ease and look at the book cover. Tell them to speculate in pairs as to why Obi might feel no longer at ease. They should come up with one concrete solution per pair. Take FB from two/three pairs.

Reading for gist (3-5 minutes) • To provide students with less challenging gist and specific information reading tasks

Ask students to read the text once through quickly and answer the questions. 1. What is Obi's job? 2. Who is Obi's visitor? 3. What happens? Check: Was anybody's guess close to the truth? Has anyone read the book?

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

Ask students to read again and in pairs, find information about Obi and his visitor in the text. They must use this to write a two- to three-sentence paragraph about the characters. They should refer to the Useful language and include examples from the text to fill out their descriptions. Take FB from some students.

Speaking for fluency (2-3 minutes) • To provide students with practice speaking for fluency about the text

Ask students to quickly decide who they sympathise with most. Why or why not? In pairs,they discuss. Elicit some answers from the class, but do not comment on them yet.

Speaking for fluency 2 (4-5 minutes) • To provide students with practice speaking for fluency about the text

Tell students to read the context around the extract. Tell them to turn to a different partner and discuss their answer to exercise 4. Check individually if they still sympathise with the same person.

Post-Reading (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Read out the first sentence of the exercise and ask the class how they think Obi reacts. Elicit some answers from different members of the class. Then tell them to read the rest of the text about Obi's trial. Point out that at this stage they should merely read the extract and not do the exercise within it. In groups they discuss. Take FB from some Ss.

Web site designed by: Nikue