A mystery story, language expressions of prediction, clarification, visualization and summarizing.
Intermediate, B1 level
To develop the students HOTS through practicing different types of reading skills in the context of a mystery story.
- To provide students with opportunities to practice fluency speaking in a task-based activity in the context of a mystery story.
To provide students with the language expressions needed to predict, clarify, question, visualise and summarize in the context of a mystery story.
- To provide students with the meaning, form and pronunciation of the vocabulary presented in the mystery story.
Procedure (36-48 minutes)
1- All the students sit in pairs with sticky notes for each pair. 2- Each pair discusses what is presented on the assigned PP slide (different types of stories). 3- Each pair should write their ideas in their notes and stick them on the BB.
Personalization: 1- T projects general questions about reading on the WB: 1- How often do you read?2- When/ Where / How long do you read?3- Which do you prefer soft or hard copies of reading materials?4- Do you read stories? What kind?. 2- Based on the students' responses other questions pop up during the discussion in line with the reading topic(a mystery story) Teaching Blockers: 1- Blocking vocabulary will be clarified for meaning, part of speech, pronunciation through WC drills.
- The story HOs are given out to the students. - T. directs the students' attention to the title and the photo in the story and express their impressions about them. - T. also directs the students to answer the other two questions. - T. asks students to read individually to answer the presented questions. - T sets the time for the task (2 minutes). - T asks ICQs: Are you going to work in pairs? (No) Do you have 2 or 3 questions? (2) Are going to write anything? (No) -When they finish, each student works with the pair on the right to discuss their answers. - Then the answers will be presented on the OHP for the pairs to check their answers.
-T asks students to sit in groups of 3 according to the type of stories they like to read (romance, adventure or mystery). - T has 4 different role cards; predictor, clarifier, visualizer and summarizer, each group will have one role card. - The students in each group should read the story representing the role described in their card. They need to write down their ideas to be presented later for the whole class. -T. monitors the group work to take notes for problems and to feed them with the language expressions needed to perform their roles. - Groups representatives will then present their roles using the appropriate language expressions for the assigned role. - T. sets time for the task: 3 m. for GW and 2. for class presentation.
*Language System: 1- Each group of Ss will be given sets of cut-ups which they work together to match four reading skills with their corresponding language expressions. 2. The groups will check their work together. 3- Then the model answer will be presented on the OHP. 4- T. drills the language expressions for meaning, form and pronunciation. *Productive Skills: 1- As a freer speaking activity, the students in their groups will be asked to use the language expressions presented and drilled to come up with a solution to the mystery story. 2- A representative from each group will present their suggested solutions. 3- The group with the most creative solution, according to the whole class opinion will be the winner.