mohammed sadek mohammed sadek

CELTA TP7 (Teacher E)
Intermediate level

Description

In this lesson, the students develop their reading skill in the context of different manners in England and Russia. The lesson starts with showing the students a picture of an English person to guess his nationality. This is followed by a gist task in which the students read the text and tick the sentence which says what the article is about. After that, there is a detailed task in which read the article again, mark the sentences T or F and correct the wrong sentences. Finally, There is a follow-up task in which the students discuss some questions about different manners.

Materials

Abc PPT
Abc post card
Abc Answer Key
Abc Lesson Handout

Main Aims

  • By the end of the lesson, students will have read a text about different manners in England and Russia to practise reading for gist and details.

Subsidiary Aims

  • By the end of the lesson, students will have had a chance to practice speaking for fluency through talking about different manners in their country.

Procedure

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

- Show a picture of an English person (Amanda) and ask the students to guess her nationality: "Do you know this person" (Yes/No, we don't) "Can you guess her nationality?) (May be she is American, English ..............". Tell the Students she is Amanda and she is English if they couldn't answer. - Show the students the postcard and ask them to discuss what it says about the English in pairs. Then pass out the postcard. (one for each pair) - Ask each pair "What do you think?" and get their responses "being polite is very important to the English, they don't like helping people"

Pre-teach Vocabulary (7-8 minutes) • To prevent Ls blocking on unknown vocabulary in the questions or answers

- Tell the students that we will play a game in which I show a picture of a word and they guess the word. - Show the pictures (on the projector/on printed copies) one by one. Elicit: pour, amazement, disgusting and mad. Ask CCQs, drill and write each on on the board. After that, elicit the stress and then the form (part of speech).

Gist task (7-8 minutes) • To give Ls a reason to read at a general level

- Ask the students to read alone the article "Culture Shock" and tick (√) the sentence that says what the article is about (Show them the article and point at the sentences). Tell them that they have only 5 minutes to finish the task. Ask some ICQs like: "How many sentences will you tick?" (one); "Will you work alone or in pairs?". After that, pass out the HOs. - After they finish, ask them to check in pairs. - After that, ask them "What do you think the answer is?"

Detailed task (13-14 minutes) • To give Ls a reason to read at a detailed level

- Tell the students that they will read the article alone again to decide if the sentences in exercise 2 are true (write T) or false (write F) and to correct the false ones (Show them the HO and point to the sentences in Ex.2). Tell them that they have 10 minutes to finish the task. Ask an ICQ: "Will you correct the false sentences?" (Yes, we will). After that, pass out the HOs. - After they finish, ask them to check their answers in pairs. - After that, pass out the model answer.

Follow up (9-10 minutes) • To give Ls the chance to respond to the text & To balance productive and receptive skills

- Ask the students to answer the questions in exercise 3. - Divide the class into pair/groups (according to the number of students). - Ask each group/pair to share and discuss their answers. - Ask the students (Who thinks that he is more like Miranda/Alexander?) - Ask the students (Do you think the Egyptians are more like Miranda/Alexander?)

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