Ayse Ayse

Wednesday
Upper-intermediate level

Description

In this lesson, students learn about identifying figurative language in reading texts. First, they read for gist, then they read for detail and try to understand phrases including figurative meanings.

Materials

Abc Reading skills
Abc Post reading activities
Abc Skimming
Abc Gap-fill & text
Abc Sequencing
Abc Understanding main ideas
Abc Summary completion
Abc Reading text

Main Aims

  • To provide detailed reading practice using a text about deadly summit in the context of adventure

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of survival instincts
  • To provide clarification of adverbial phrase in the context of survival instincts
  • To provide clarification of of some related words in the context of deadly summit reading passage.

Procedure

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

Greet Ss. Ask them what they remember from the previous lesson. Make a quick brainstorming. Tell them they are going to continue talking about survival instincts. Ask them what they think about climbing up a mountain. Elicit answers.

Pre-Reading (25-27 minutes) • To prepare students for the text and make it accessible

Ask them to read the text about a mountain climbing trip to Myanmar, which is related to the topic of the main reading text. Attract their attention to the blue words which are also available in the reading text and tell them to read the paragraphs and try to deduct the meainings of them from the text without using a dictionary. Make them work individually and match the words with their definitions. Then ask them to pair-check the answers and discuss the words that they think differently. Check answers as a class. To make them use the new vocabulary, put them in pairs and want them to answer the questions in exercise B. Monitor while they are doing the activity.

While-Reading #1 (15-17 minutes) • To provide students with less challenging gist and specific information reading tasks

Ask them to skim the passage to identify the type of the text. Have them work individually then discuss their answers with their pairs. Make them read the text to see if they are rigth about their choice. After they finish reading, ask them if they are right about the type of the text and how they reached that decision.

While-Reading #2 (30-32 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Tell Ss to complete the summary with no more than two words. Then put them in groups of three and discuss their answers. Ask them to give reasons why they choose to use that word for that blank. Ask them to re-read the paragraphs D-H and choose the best summarizing statements. Elicit answers from the class and want them to refer the information that leads them to the answer. Ask them to look at exercise C, and order the events as they remember. Then want them to compare their answers with their pairs. Show them the answers on the board and check if their answers are correct.

Post-Reading (40-42 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Attract their attention to the vocabulary items in exercise D and ask them to match these items with their meanings without using a dictionary. Tell them they can go back to the text to deduct the meaning. Then give them a minute to pair-check the answers and settle any disagreements. Elicit answers. Write figurative language on the board and ask them if they know what it means. Elicit answers, then make an explanation by writing an example from the text on the board. Want them to do exercise E to practice figurative language. Put them in groups and make them share their answers. Then, get a whole class feedback on answers. In their groups, ask them to discuss the question in exercise F. Monitor the activity. Ask Ss to look at the next page and tell them what they think about when they hear the words "adverbial phrase". Elicit answers. Let them read the blue box explaining the adverbial phrase. Clarify the meaning for it. Ask them to do exercise A and then check their answers with their peers. Tell them to agree on the answers. Ask them to determine the purpose of each phrase and write it next to the sentences. Peer-check before getting a whole-class feedback. Want them to look back at the text and to find three more examples for adverbial phrase. Volunteer Ss to share their answers with the whole class.

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