Amy Canter Amy Canter

TP6
Upper Intermediate level

Materials

Abc HO1
Abc HO2
Abc HO3
Abc HO4A
Abc HO4B
Abc HO4C

Main Aims

  • To provide specific and detailed reading practice using a text about survival in the context of emergencies

Subsidiary Aims

  • To provide fluency speaking practice in a conversation and giving instructions in the context of surviving emergencies
  • To provide clarification of vocabulary relating to feelings and instructions in the context of survival tactics

Procedure

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

Project pictures to elicit "emergency" and "survival" Possibly mention that last class we talked about some emergencies related to airplanes Ask if any Ss have been in a life or death emergency and how they reacted If nobody answers possibly tell personal anecdote about shark in Hawaii

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

----Now we are going to take a survey to see how you would react in an emergency---- Instruct Ss to answer the questions individually, then speak to their partner about what they would do and why ICQ - Are you answering alone or with a partner? (alone) Pass out HO1 Ss have 4-5 min. Monitor for good and bad language use Take whole class feedback by having Ss raise their hands to show their answers and writing on board

Gist Reading (3-4 minutes) • To provide Students with less challenging gist reading task

Ask "How do you eat an elephant?" (project) Tell Ss to read very quickly to find the answer and check with table Make sure Ss do not look at rest of the questions yet ICQ Project Answer

While-Reading #1 (8-10 minutes) • To provide students with less challenging specific information reading task

Instruct Ss to read quickly to answer the questions on HO2 Give time limit of 4min Ss will answer in pairs and then group check at tables Have Ss mark where they found the answer(line number) W/C FB, then answer key Ask Ss if they agree and for 1&3 why?

Focus on Vocabulary (8-10 minutes) • To clarify language related to survival in an emergency

Ask Ss if there were any unfamiliar words If so, elicit the meaning from another S ----------Switch Seats--------------- Direct attention back to HO2 and focus on underlined words Ss will work in pairs to match words to definitions on HO3 Remind Ss to look at whole sentences/paragraphs to infer meaning Pass out HO3 and set time limit (4-5 min) Project HO3 on board Have 2 volunteers (early finishers) write answers on board Ask Ss if there were any different answers

While-Reading #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Elicit- As we read it is important to stay calm and ____________ (know what to do) Each of you will be given instructions for an emergency situation. Read by yourself and underline what you should and should not do When you are done reading, turn your paper over and take turns telling your group members what they should and should not do without looking at the paper ICQs are you reading by yourself or as a group? (alone) Are you reading from the paper when you speak to your group? (no) Pass out HO 4A,B,C and divide Ss into groups of three Monitor for good and bad language

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

Ss check back on HO1 and see if they should change their answers based on what they've read. Ss discuss in groups. (2-3) T monitors Project HO1 W/C answers and T circles correct letter By raising hands, who chose all correct answers? Question 1- elicit vocabulary for each option what word from our earlier list could be used to describe... a- overwhelmed b- stunned c- rational, keep calm, overcome Delayed Error Correction

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