Ayse Ayse

Teaching Practice 3
Intermediate level

Description

In this lesson, students practice reading for gist and specific information in the context of the life of a hard-working future king. First, they make a small brainstorming about the members of the royal family, then they read the paragraphs and answer the comprehension questions. Finally, they will have a small discussion about the attitudes of people to the royal family.

Materials

Abc Scanning questions
Abc Comprehension questions
Abc Reading text
Abc Scale
Abc Pictures

Main Aims

  • To provide gist and detailed reading practice using a text about the life of a hard-working future king.

Subsidiary Aims

  • To provide review of positive and negative personality adjectives.

Procedure

Lead-in (5-7 minutes) • To set lesson context and engage students

Show them some pictures of the English royal family. Ask them if they know who they are. Elicit the answers. When it is time to show Prince Charles's photo, show them the word 'heir' and elicit the meaning from the students by asking:“After the king dies, the eldest son becomes the king. What is his position in the family before the king dies? Is he just the prince, or does he have another title?” and clarify the meaning using CCQs. After showing the pictures, elicit the word 'royal' from the students by asking what kind of family are they?

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

Ask Ss what they know about Prince Charles, and let them think a minute. Put them in pairs and want them to share their knowledge with their friend. Get some answers from them. Put them in pairs again and ask them to do the scale: What do you think occupies most of his time? Change pairs and let them share their ideas with other friends. Get the whole class feedback. Pre-teach 'eccentric' before they start reading.

While-Reading #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Put them in pairs. Give them scanning questions and set the time for 2 minutes. After 2 minutes, change their peers and ask them peer-check their answers. Then get the answers.

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Give Ss the comprehension questions. Divide the class into three and give tell each group to read one part and answer the questions related to that part very carefully since they will explain them to the other group members. Then put one person from each group into the same one and regroup the class. Ask Ss to ask the questions and get the answers from the other group members and answer all of the questions in their HOs. Then, elicit the answers for the whole class feedback.

Post-Reading (12-14 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Attract Ss' attention back to the scaling exercise and want them compare their previous answers with current ideas in groups of 3. Encourage them to share their ideas and the points that are most surprising for them. Write some adjectives on the board: "hard-working, bad-tempered, spoilt, eccentric, passionate, successful". Elicit from Ss if they are negative or positive adjectives. Ask Ss to work in pairs and find an example for each of the adjective. Do the first one on the board: "hard-working - He performs a lot of royal duties, and does charity work." After they finished, let them check their examples with other pairs. Then ask them to come to the board and write their examples on the board.

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