nurcan nurcan

From India to Sweden with love/ upper-intermediate/speaking
upper-intermediate level

Description

The main Reading and speaking section is a text about an Indian man and a Swedish tourist in India who met and got married. The focus of the text is on the husband’s long and difficult journey from India to Sweden to join his wife. Students make predictions about the story and then practise scanning for specific dates, characters, and other information in the text.They also practise paraphrasing the text and discuss the topic of love and relationships in light of what they have read.

Materials

Abc PowerPoint slides(teacher made)
Abc HO
Abc Headway Upper-intermediate ( Liz &John Soars,Sue Merifield)
Abc game
Abc Audios

Main Aims

  • To provide detailed reading practice using a story of Pradyumna Kumar Mahanandia from India (called PK in the text) and Charlotte von Schedvin from Sweden (called Lotta in the text) who fell in love and got married very quickly.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the story of Pradyumna Kumar Mahanandia from India (called PK in the text) and Charlotte von Schedvin from Sweden (called Lotta in the text) who fell in love and got married very quickly.

Procedure

Warmer/Lead-in (7 minutes) • To set lesson context and engage students

-T greets and welcomes Ss.-T asks Ss to keep a piece of paper and pen with them through the lesson.-The lesson starts with showing the phrase 'love at first sight'.--T asks;'what do you think about this phrase?'-T focuses students’ attention on phrase, photos and map and makes it clear .-After that, T announces that SS will be sent out to BORs to discuss the question with their partners for three minutes and T also asks SS to remember their partners; answers or take notes if necessary.T:''Will you speak to your partner?''(Yes) T: How many minutes do you have? (3).-T monitors Ss in BoRs.

Pre- Reading/Listening (5 minutes) • To prepare students for the text and make it accessible

Vocabulary T could pre-teach: a camper van, an astrologer,give someone your blessing, married bliss, a trek, rejoin, a pushbike, salvation, a sleeping bag, recall something fondly, hippy trail, ditch (v), accelerate, the final leg of a journey, newlyweds, overcome (adj), cautious, a scholarship.-T tries to elicit their meaning with interactive game.

While- Reading/Listening (Gist) (9 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Firstly, T explains that Ss will be reading the text quickly.-T asks Ss what could be the title for these texts. (Gist activity)-t gives five minute to read the text.-T divides the Ss into different groups .These groups try to find the best title for the text in the BORS.-T announces that SS have two minutes to complete the activity. T:Will you work alone? (no)T: ;How many minutes do you have? (2)-T monitors Ss in BoRs..-In the mainroom,ss share their ideas about the title and t shows the text's title.

While- Reading/Listening #2 (In Detail) (10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T shows slide and gives the following instructions;''I will share the handouts in the chat part. you will read text. You will make notes about the different dates, people, places, etc.You have eight minutes to read and make notes about each item.''-T asks following ICQs:Did you get the texts? (Yes.)What will you do? (Read and make notes)How much time do you have? ( 7 minutes)”-T monitors and assists students who are slower to locate information.-When Ss are done with the reading task, T puts them in BORs to share what they have found.-T monitors Ss in BoRs.-In mainroom,T shows slide and Goes through answers with the class.

Post- Reading/Listening (7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-T shows the slide and gives students time to read all the direct speech and deal with any vocabulary queries. -T elicit which character could have said number 1 as an example and get students to expand upon why he might have said it – give up what?/a way to do what?.-With a weaker group, t could elicit all the possible characters and write them on the board: PK’s father, PK’s mother, Lotta’s father, Lotta’s mother, a Pakistani border guard, a Belgian traveller, the gallery owner, Linnea – the German girl, Lotta, PK, Emilie and Kid Sid, the astrologer-T puts ss in BORs s to discuss the answers.-In mainroom,T goes through the answers with the class.

Feedback and Error Correction (7 minutes) • To provide feedback on students' production and use of language

-T shows the slide and gives students time to read all the questions and teach soulmate. -T puts students in small groups of three or four to give their opinions about the questions. -T can appoint a chairperson for each group to keep the conversation moving and try to ensure each student participates. -T monitors carefully and note any particularly convincing arguments as well as any errors. For fast finishing groups, prompt further discussion with related questions or by asking Why do you think that?/What examples can you think of?-T conducts brief class discussion of the questions and invites those with convincing arguments to speak. -T does any necessary error correction of mistakes from this exercise.

Web site designed by: Nikue