To provide an opportunity for scan and detailed reading practice using a text about history of aviation
To provide fluency speaking practice in a conversation about the texts and a discussion in the context of how technology changed our world: in a good or bad way
Procedure (35-44 minutes)
Brainstorm: Show the photo of Sabiha Gokcen and try to elicit who she is and what she is famous for in Turkey. Then show the photo of Louis Breliot to elicit the first air journey and three astronauts to elicit the first journey to the moon. The ss have a quick brainstorm and share their ideas with each other. The ss are introduced to the context of the lesson.
Pre-teach the words: Lunar module, take off, land, excited, fog, compass and injury. Use the photos of a lunar module, the first plane and a compass, create situations to elicit the words from the ss. Concept check the words if needed. Drill them in different styles (individual, pair, group, chain etc.) Finally, write the words on the board, show the word stress and part of speech.
Put the ss into two groups and tell them that they will read a text: Group A reads the text 'The First Air Journey' and Group B reads the text 'The First Man on the Moon'. Write the numbers on the board: Group A: 37 - 4.30 - 1,000. Group B: 8.17 - 600 million - first. Each group scans their text to find what the numbers are about. Even though the ss are in groups, they work individually to find the references of the numbers. Then, they do peer check in their group. Monitor during answering and checking and observe carefully if the ss can find the answers. After peercheck, put the answer key for each group on the board if necessary. Blue answers are for Group A and yellow answers are for Group B. The ss come and check their answers.
The ss still work in their own groups. Tell them that they will read their text again but this time they need to read all the text carefully and answer four questions. The ss read the questions first to have an overall idea and then they read the text again to answer the questions. The ss work individually to answer the questions and then check with their group. Monitor carefully to see if they are on task efficiently. Put the answers outside on the walls. When finished, the ss go and check their answers. Blue answers are for Group A and yellow answers are for Group B.
PAIR the ss: 1 student from Group A and 1 student from Group B. Tell them that they will talk about their story to each other. The ss retell their story to each other in PAIRS. Monitor well in this stage to see if the ss need any help. After finishing, nominate two students to tell the stories to the class. 1 student from Group A tells the story of Group B and 1 student from Group B tells the story of Group A. If they have problems, they can tell their own story. If time allows, put them into two groups (different ss). The ss have an open-class discussion about if technology changed our world in a good or bad way. One group defends that technology changed our world in a good way and the other group defends the opposite. They can take small notes before the discussion. Monitor and take notes of good and bad examples of language. Do error correction if necessary.