Reading 3: Finding The Ideal Job
FAE II level
To provide review of the grammatical structures of noun, adverb and adjective clauses
To provide practice on writing in the context of “Finding the ideal job”.
Procedure (60-85 minutes)
Teacher writes a simple sentence on the board. Students are asked to transfer the simple sentence to a complex sentence by adding three different types of clauses. Teacher elicits answers and write them on the board. Students give feedback as a whole class discussion.
Students are asked to read the text "Finding The Ideal Job". This time they read it with the aim of identifying two types of sentences: simple and complex. Teacher asks questions to check for understanding. Students are then asked to look for different types of clauses: noun, adverb or adjective clauses in the reading text. Students are asked to write down their answers.
Students are then divided to three groups. Each group is assigned one type of clause to look for in the passage. Answers are written on sheets of paper and posted on board. The board is divided into three parts. Each part has examples of one type of clause as found by the students.
Teacher provides whole class feedback and elicits answers to check students' understanding and knowledge of the grammatical structures. Each form is highlighted and clarified. Teacher asks questions to elicit the meaning, use and pronunciation of the three types of grammatical structures.
Students are asked to write five complex sentences using the different types of clauses discussed in the context of ideal jobs. The activity is done individually and then students discuss their sentences in pairs. Teacher picks some students to say their answers and provides feedback.
Students are asked to write one paragraph about their ideal job using the three grammatical structures in their paragraph writing. Students do the writing activity individually. Teacher monitors and provides individual feedback when needed.
Teacher randomly selects some students to present their paragraphs. Teacher provides whole class feedback and elicits answers for self-correction.