New lesson plan: Languages alive and dead. Reading and Speaking

Lori

Languages alive and dead. Reading and Speaking - Upper Intermediate, B2 level

Languages alive and dead. Reading and Speaking
Upper Intermediate, B2 level

Description

This lesson is based on the text “Languages alive and dead”. Students will discuss in pairs about the difference between a living language and a dead language. They will then read the text for gist to check if their ideas are correct. In another activity, students will read the text for specific information and work on an exercise. They will also read for detail and answer questions related to the text. In addition, students will deduce meaning of new vocabulary from context in the text. In the last part of the lesson, students will give their opinions by explaining why they agree or disagree with some statements related to the topic of the lesson.

Materials

Reading text.

Languages alive and dead. Reading exercises

Alive and dead. Speaking Exercise

Reading text.

Languages alive and dead. Reading exercises

Alive and dead. Speaking Exercise

Main Aims

The main aim of this lesson is to give students practice in reading for gist, specific information and detail, and in deducing meaning from context through a reading on " Languages alive and dead".

Subsidiary Aims

To raise students' awareness of related lexis. To give students practice in speaking for fluency through discussing, giving opinions and agreeing and disagreeing.

Procedure (35-48 minutes)

Warm up/ Prediction (5-7 minutes) • To get students interested in the topic by showing them the title of the text and engage students.

Students discuss in pairs what they think is the difference between a living language and a dead language. The whole class discusses as group their ideas about the difference between a living language and a dead language.

While-Reading 1 (5-7 minutes) • To read for gist in order to understand the main idea of the text.

Students read the text quickly to check if their ideas from Warm up were correct or mentioned. Students check their ideas with their partner and then discuss as a whole class.

While-Reading 2 (5-7 minutes) • to read for specific information so that students understand the main idea of each paragraph.

Focus students on the statements in Reading exercise 1. Students read the text and put the statements in the right order. Students then check their answers with their peers. Students come to the board and put the sentences in the right order.

While- Reading 3 (8-10 minutes) • Reading for detail

Students read the text again and answer the questions in Reading exercise 2. Then students discuss their answers in a group of 3 or 4. The whole class discusses the answers of the questions.

Post-Reading Phase (5-7 minutes) • to deduce meaning of TL from context in the text.

Students complete exercise 3 in a group of 3 or 4. They work out the meaning of vocabulary. Students then discuss as a whole class the meaning of the new vocabulary.

Speaking activity. Strongly Agree/Strongly Disagree (7-10 minutes) • to practice speaking through agreeing and disagreeing and elaborating on their opinion.

There are two signs on opposite walls, one says "Strongly Agree" and the other " Strongly Disagree". The statements of the Speaking exercise 1 are read out loud to the students and they have to run to the sign that is closest to their opinion. Students then discuss in groups of 3 or 4 if they agreed or disagreed. Monitor. Feedback from students.