Busra Sanli Busra Sanli

Teaching Practice 4
Pre-Intermediate level

Description

In this lesson, students practise reading for gist and details in the context of jobs

Materials

Abc Worksheet
Abc Handout

Main Aims

  • To provide students with practice in reading for gist and details in the context of jobs

Subsidiary Aims

  • To provide students with practice in speaking and writing

Procedure

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

T: "In the past two lessons, you studied many jobs. Now we are going to focus on just one. Let's guess what it is." T shows some pictures about traffic wardens. T elicits and writes traffic wardens on the board. T: "What are their jobs? What do they do?"

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

T shows some a question about traffic wardens via PPT. T: "Discuss the question in 2 minutes as groups." T asks ICQs; * What are you going to do? (discuss the question) * How many minutes do you have to do it? (2 minutes) * In pairs or as groups? (as groups) T divides the board in two columns, and writes good things & bad things about being a traffic warden. T asks the Ss to write their opinions under the appropriate heading. T: "Now, write your opinions under the headings." After the Ss finish writing the opinions, T: "Good job! We are going to check them a bit later. Because we should look at some words/phrases about the text you are going to read." Pre-Teaching Vocabulary Meaning T sticks some words/phrases to the board to clarify meaning and pronunciation before setting the reading task. T: "These are all in the reading text that you are going to read. Do you know any of these? (the Ss are expected to say yes). Then time to prove it! Here, match these words/phrases to the explanations. In 2 minutes in pairs." T asks ICQs; * What are you doing? (match the words) * Individually or in pairs? (in pairs) * How many minutes do you have to match? (2) T distributes the worksheet about the words/phrases on the board. After 2 minutes, T gives the answer key and let them check their answers in pairs. T: "Check your answers very in one minute." Form & Pronunciation T clarifies form by asking the Ss. T clarifies pronunciation and stress by modelling and drilling.

While-Reading 1 (11-13 minutes) • To provide students with less challenging gist and specific information reading tasks

T: "Now it's time to check your opinions. Read the text very quickly in one minute and try to undertand if the text is mostly positive or negative." After one minute, T asks the Ss if the text is mostly positive or negative . T: "While reading, you might realise that there are some blanks here. They are for these questions. Now, in 5 minutes, read the text and put these questions in the correct parts." After 5 minutes, T: "Compare your answers with your pairs. You have 1 minute." T gets answers from the Ss and wants them to show the part (if necessary).

While-reading 2 (9-11 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T: "You are going to read the text again and find similar sentences to these. Be careful they are similar only in meaning. Read and find them in 5 minutes on your own." T asks ICQs; * Why are you going to read? (to find similar sentences) * How many minutes do you have to do it? (5 minutes) * Individually or in pairs? (individually) T asks the Ss to compare the answers with the pairs in 1 minute. Then T gets the answers from the Ss.

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

T: "So, after learning more about traffic wardens, what do you think? Should they have higher salaries? Now, work in groups and write about this question: Which jobs should have the highest salaries? And why? you have 3 minutes." T collects the papers and puts them around the classroom walls. T: "Stand up, walk around and read the papers. Decide if there is anything you don't agree. You have 1 minute." T elicits ideas in plenary and finish with some error correction. T wraps up if there is enough time left.

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