ilyas ilyas

Reading Lesson - İlyas ÇETİN
Intermediate level

Description

In this lesson, students will read for gist and details related to a text about a police officer's life.

Materials

Abc New Headway Intermediate Student's Book p. 15 ex. 4
Abc New Headway Intermediate Student's Book p. 15 ex. 3
Abc New Headway Intermediate Student's Book p. 15 ex. 2
Abc New Headway Intermediate Student's Book p. 15 ex. 1
Abc Cambridge Online Dictionary https://dictionary.cambridge.org/
Abc Visual from New Headway Intermediate Student's Book p. 15
Abc Reading Text - New Headway Intermediate Student's Book p. 15

Main Aims

  • To provide students with practice in reading for gist and details in the context of a police officer's life.

Subsidiary Aims

  • To provide students with practice in writing

Procedure

Lead-in (3-4 minutes) • To set lesson context and engage students

Greet the Ss Start the lesson by asking some questions about Dave that was mentioned in the previous lesson and elicit some information about him.

Pre-Reading (11-12 minutes) • To prepare students for the text and make it accessible

Pre-teach some key vocabulary. Write these words on the board and clarify the meaning of them with CCQs and by explaining them. Fortnight - Does it happen every week? (no). Does it happen twice a week? (no). Does it happen once in two weeks? (yes). Shift - Does she always work at nights? (no). Does she always work during daytime? (no). Does she or anyone else decide the working hours? (someone else). Ask a student or two if they have a relative working in shifts to check if they have understood the meaning clearly. Keep clarifying the meaning of some vocab. Passion - Do I want to do it a lot or a little? (a lot). Do I love doing it? (yes) Use the picture in the book which is New Headway Student's Book p. 15 to get them interested in Dave's life. Ask them what they would like to know about him and elicit some answers.

While-Reading 1 (8-9 minutes) • To provide students with less challenging gist and specific information reading tasks

Show them the questions in the ex. 1 and introduce the reading. Then tell the Ss to read the text to match the questions with each paragraph. Set a time limit of 5 minutes. Give them some more time to pair check. While feedback, ask them how they did the task to elicit the key words for strategy training.

While-Reading 2 (8-9 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Put the Ss in pairs or groups depending on the number of the students in the class. Give each person 4 questions in the ex. 2 to write and tell them to complete the questions. Then tell them to switch the questions with another person to answer them. After that, ask them to check the other person's answers as well. Set a time limit for the task. Elicit the answers. Do plenary feedback

Post-Reading (10-11 minutes) • To provide students with practice in speaking

For the language analysis, write the sentences " I go surfing whenever I'm not working" and "... as often as I can" and clarify the meaning of them with CCQs. "I go surfing when I'm not working" - Do I go surfing when I'm not working? (no). Do I go surfing all the time when I'm not working? (yes). "... as often as I can" - Do I always do it? (no). Do I do it when it is possible? (yes). Show the Ss ex. 3 and tell them to make sentences about themselves using the prompts in the ex. 3. Then give them some more time and ask them to talk to a partner about themselves. In the end, ask the Ss to tell the class about their partner. Give feedback if necessary.

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