To provide gist, scan and detailed reading practice using a text about moving abroad
To provide fluency speaking practice in a conversation in the context of living abroad
Procedure (38-49 minutes)
-First the teacher sticks some photos of different countries on the wall. -The teacher gives ss an instruction “ Well, please stand up walk around the class, guess the countries, and talk to your partner if you have been there before. You have 4 minutes. Then he asks some ICQs: *How much time do you have? *Do you talk or write? *Do you talk about your experiences too? -Next, the teacher asks the WC if they have been to any of these countries and whether they have any interesting experiences or not. -Finally, the teacher asks ss to guess the topic of the session and then writes it on the board which is “ Moving abroad”.
-In this stage the teacher is expected to pre-teacher some of the blocking words which impede understanding. -The quickest way to do this matching activity. The words ( expatriate, rear, favorable, proximity, notorious, affordable) are listed in column A and the definitions are listed in column B. Then the teacher gives an instruction: “Read the words and match them with their definitions. You have only two minutes. Please do it individually “. Again some usual ICQs such as : *Do you match or write? * Do you share your answers with your partner now? * How much time do you have? -Then ss share their answers with their partners and finally with their teacher.
A: One alternative is : Teacher shows ss the text and asks ss to read the text quickly in the hope of getting the gist. The teacher writes the following question on the board “ What is the main message behind this passage?” . -Then ss are given three minutes to take notes on a piece of paper and then share with their partners. They have five minutes for this activity. -The teacher asks some ICQs to make sure ss know what they should do : “ *How much time do you have? * What do you do after taking notes? * Do you read it very carefully or quickly? “. B: Another alternative is ‘’Jigsaw reading’’. Ss receive half of the text and are given 4 minutes to read their half. Then they sit next to another student to share their information. Student A sits next to Student B.
-In this stage ss read the text for specific and detailed information. -True/ False activity can be really practical. The teacher shows the WC the HO and gives the following instruction and ICQs : “ There are five sentences here. Read them very carefully and decide if they’re true or false. If they are false, then correct them with a reason. Do it on your own ,you have three minutes. ICQs : *Are all sentences true? *Should you correct the false sentences? * Do you do it individually or with your partner? “ . -As the next step it would be ideal to provide ss with some comprehension Qs. HO4 is designed with three Qs to serve this purpose. Ss first answer the questions and then share with their partner. The teacher shows ss the handout ,gives them an instruction and asks some ICQs.
-In this stage the teacher intends to do three different activities based on the passage. -First the teacher writes the following statement on the board : “ What I found most interesting about the text was…..’’. -Then asks ss to complete it and bring some convincing reasons. Ss are given two minutes. -Then ss are asked to share their answers with their partners. -Next the teacher shows ss a HO with some discussion Qs on. Ss should stand up and find a new partner to mingle and discuss the Qs. As usual, the teacher gives a concise instructions with some ICQs. *This activity is quite optional. If the teacher has enough time he can ask ss to reduce the text to exactly (100) words or reduce the total number of sentences by (%50).