Selin Selin

TP3
Pre-Intermediate level

Description

In this lesson, students will practice of reading activities within the context of 'embarrassing situations.' The lesson starts with a lead-in activity which is also aimed to pre-teach 'embarrassing'. Then, it goes with the activities of reading for the general understanding, reading for details and finally, speaking which is a production phase of the lesson and enhances communicative learning atmosphere.

Materials

Abc Scrivener, J. et al (2012) Straightforward Pre-int TsBk 2nd Ed. Macmillan
Abc Scrivener, J. et al (2012) Straightforward Pre-Int WkBk 2nd Ed. Macmillan
Abc Kerr, P. (2012) Straightforward Pre-int SsBk 2nd Ed. Macmillan

Main Aims

  • To provide gist, scan and detailed reading practice using a text about 'Red Faces' in the context of 'embarassing situations'

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation, discussion in the context of 'embarassing situations'.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The teacher greets the classroom after a week off with the positive vibes. Then, the teacher starts the lesson with sharing an anecdote from her life about 'embarrassing situations'. After telling the anecdote, the teacher asks the questions as follows: "How did I feel?", "Did I feel stupid?", "Did I proud of my action?", "Did I wish that no one could see me?", "How did I think in the next day when I was there again?" Finally, the teacher elicits the meaning of "embarassing'.

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

The teacher explains that students will move on the exercise 1, p. 20 on SsBk which they'll read a set of embarrassing situations collected from the internet forums and decide which one of them are the most embarrassing by working in pairs. The teacher also briefly explains two points related to the reading passage as follows: The teacher talks about the concepts of what the internet forums mean and gives examples of it, then asks students if they have a favourite internet forum which they visit frequently and what Halloween means briefly and if they attend any Halloween party or have seen the celebrations before.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The teacher explains that she is going to distribute the embarrassing situations compiled from the internet discussion forums and asks them to do the activity 2, p. 20 which they read the passage and match them with the previous situations that they have been handed in. When they finish the activity, the teacher asks the students to vote for the most embarrassing situations as a class and then to swap their papers, check their partners' answers. Finally, the teacher writes the answers on the board by compling the answers as a whole-class.

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

The teacher asks the students to read the passage once again and answer the questions in the activity 3, p. 21 in SsBk. The teacher asks the students to answer the questions by working in pairs. Then, the teacher takes the feedback from the classroom and distributes the answer key for the students to check the answers in detailed.

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

The teacher changes the pair of the students and rearrange them as new groups depending on the classroom size. Then, the teacher hands in a set of embarrassing moments and asks the students to choose one of them that has happened to them or other people or they can talk about the one of which they find the most embarrassing moment.

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