Upperintermediate level B2 level
To provide Ss with a reading passage on Moving abroad to help them improve their Skimming and Scanning skills
To provide fluency practice for Ss in the context of Moving abroad
Procedure (45-61 minutes)
I'd put the map of the world on the wall and then provide the Ss with colored pins. Later, I'd have them pinpoint their favorite country and then tell their friends why they have chosen that specific country. I would write their reasons on the board while they are talking. The possible words to be mentioned: for travelling, studying, work, living, having or raising children. By eliciting these words, I would give the Ss some idea of what they should expect to read about later on in the text. Then I would count the number of countries or continents chosen by the Ss, and calculate the percentage and later would ask the following question: Do you think that these numbers could reflect the general fact of our society? Why?
in this stage, I would teach the following words in order to help Ss understand the text with much more ease. Expatriate, Xenophobia, Legislation First of all, I'd show photos of expats living in different countries such as An American living in China, an Afghan living in Iran, an a Mexican living in America. Then, I would ask these questions: Does this person look Chinese, Iranian, American? Where do you think he/she is from? Later, if Ss couldn't come up with the word ''Expatriate'' I would tell them that A person from a country such as Iran living or working in another country such as America is Called an '' Expatriate''. I later would go for Choral and then individual repetition. After I've made sure that Ss can pronounce the word, I would write it on the board and tell them the Part of speech of the word. Next, I would go for the next word 'Xenophobia'' by asking the following question: Do you like the expatriates living in your countries? Ss would probably say Yes, but in this case, I can tell them that there some people who dislike or fear expatriates, so they are called,'' Xenophobic''. I would go for the Choral and then individual repetition to make sure that they have learned how to pronounce the word. Later, I would put the word on the board with its correct Part of speech (Adj). Then, I would tell them that the fear and the dislike of people from other countries is ...? Supposedly, they can say ''Xenophobia''. If not, I would tell them and repeat the stages as mentioned earlier. To teach the word, ''Legislation'', I would come up with the next question: What rules or set of rules do you have for immigrants in your country? they would come up with some rules most definitely. Then, I would tell them that these rules are called, ''Legislation''. I would have them repeat the word chorally and then individually and later repeat the next stages as mentioned earlier. To make sure that all Ss have learned words I would ask them the following CCQs. - Do expatriates come from other countries originally? - Are they the from the host country originally? Does Xenophobia mean love for people from other countries? Does Xenophobia mean dislike or fear for people from other countries? Does legislation mean the set of rules in a country?
I'd have Ss fold the Reading passage from the middle of the page vertically. Then, I'd ask them to go through the first half individually. Although they have only read half of the passage, they'd have some idea of what the passage is about and therefore I could ask them to sit in pairs and share their partial understanding of the text in order to see if they both have more or less comprehended the text equally or not. If yes, they need to make some rough guesses about what the full passage would be like based on their newly gained information from half of the passage. If not, they need to put their understanding of the text next to each other to figure out what the text is really about. Once they are done, I'd ask them to unfold the passage and go through the full text once again in 5 minutes to see if their guesses about the passage match their general understanding of the text. They are then put in pairs to discuss and share their understanding in order to form a more complete understanding of the passage.
In this stage, I will have the Ss answer the Matching Question which is provided on a handout to help them improve their Scanning skill. And once they are done, I would have them check their answers with their partners and try to justify their answers to generate speaking through out the While reading stage. Later, I would write the answers on the board and ask them to check their own answers with ones on the board.
in this stage, I would rearrange Ss randomly first to make sure they have the chance to interact with other Ss in the class. To do so, I would have 4 red paper clips, 4 green and 4 blue in a bag. Students must pick one without looking into the bag. Those with the same color, must sit together and share their ideas on the questions provided. Students will be instructed to personalize the topic and asked to discuss the following questions: Which of the countries mentioned in the passage do you want to move to? What's motivating you to go there? What would your major obstacles be there? How do you plan to deal with them?