Rezvan Ahmadnejad Rezvan Ahmadnejad

dangerous journeys in history
B1 level

Description

In this session Ss will read a jigsaw reading about 2 difficult and dangerous journey in history. There is a lead in part and then they will be given a prediction task. Besides, they will work on a pre- reading task which is pre- teaching 7 new words and after this they will read the text for gist. Then, they will read the task for detail and do a task. Finally, there is a post reading task which is related to students' dangerous journeys.

Materials

Abc reading for detail
Abc reading for gist
Abc prediction task
Abc lead- in
Abc pre- teach

Main Aims

  • To provide gist and scan reading practice using a text about dangerous journeys in history in the context of journey

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of journey

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

T after greeting projects a slide of ATATURK. T asks this question: Did Ataturk have any difficult journey in his life? T asks Ss to talk about the difficult journeys that he had in his life. T collects the answers very quickly. T projects a slide of two routes and tells these routes were passed by two leaders many years ago. Can you predict and imagine the difficulties they faced in these journeys? T collects the answers very quickly.

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

T shows a handout to students and asks them to complete the sentences with the appropriate words. These words are given in the HO, also the synonyms of words are given in parenthesis for each sentence. T asks Ss to do it in pairs and gives time(5 m). ICQs: Are you going to do the task in pairs? yes How much time do you have? 5 m T hands out the task and monitors. T asks Ss to compare the answers in groups. T collects and projects the answers. If asks CQs to clarify the meaning and drills them chorally CQs(perish) are people alive or dead? dead did people die in a good way or bad way? bad way CQs(tough) Did he have a good time at work? no Is this easy or difficult to do?difficult CQs(prosperous) Is Bill Gates a rich man? yes Is he a successful man? yes CQs(commander) Was general Eisenhower a low-rank officer?no Did he have the responsibility in Military and Army? yes CQs(defeat) Did parliament accept the bill? no was the decision successful? no CQs(proclaim) Did the president declare a news publicly? yes was the news positive or negative? positive CQs:(ascent) Did he go upward or downward? upward Did he improve in his career? yes

While-Reading(gist) (6-7 minutes) • To provide students with less challenging gist and specific information reading

T shows a handout to Ss and Says you have 5 m to read the text very quickly and answer this question. T asks Ss to do it individually ICQs: How much do you have? 5 m Are you going to do it alone or with your partners? alone T hands out the task and monitors T asks Ss to compare the answers in pairs. T collects the answers and reasons from Ss.

While-Reading/Reading for details (14-15 minutes) • To provide students with more challenging detailed, deduction and inference reading

T divides Ss into two groups ( A and B) T shows the HO and asks Ss A to read about HANNIBAL and Ss B just read about MAO ZEDONG and answer the questions appropriate to these people in the specific columns. T gives time and asks them to do the task individually at first.(10 m) ICQs: Do students A read about Hannibal and answer the questions related to this person in the table? yes Do students B read about Mao and answer the questions related to this person in the table? yes Do you do it alone or with your friends? alone How much time do you have? 10 m T monitors and helps if necessary T asks Ss to compare the answers in groups. T asks Ss to work in pairs (A and B) and share their answers and complete the table( the opposite column) T collects the answers and reasons for each answer. T projects the answers.

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

T puts Ss in different groups and asks them to talk about the most dangerous journey that they have ever had in their life in their groups and then share the most challenging/ interesting journey from their groups with the class

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