Gregory Campbell Gregory Campbell

B1 level


In this lesson the Ss will read a text about global English. The Ss will read for gist and details, then have a speaking exercise to discuss the reading and relate it to their lives.


Main Aims

  • to enable Ss to develop their reading skills(scanning and detailed understanding) with a text about global English

Subsidiary Aims

  • to introduce and give practice of new lexis related to the text about global English.
  • to give students a freer speaking practice by discussing the text about global English and comparing it to their native language.


1 Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Put sentences around the room. Ask Ss to guess the meaning of the cultural terms in bold form the context. "Look at the sentence on walls. These sentences use different varieties of English. Guess the meaning of the words from the context." Model ICQ "Which words are going to guess the meaning of?" "Do you guess the meaning of all the words? "Do you work alone or with a partner?" Elicit feedback Show answers on OHP

2. Pre-Reading (8-10 minutes) • To prepare students for the text and make it accessible

Ss look at vocabulary words on OHP. Ss work with a partner to discuss the meaning of these words. "On the board are words that will help you understand the reading text. You have 2 minutes to discuss the meaning on the words with a partner." ICQs "How many minute will you discuss with a partner*" "What will you discuss with a partner?" Show answers on OHP Ask, "Are there still any words you don't understand?" Use explain and use CCQs to help adapt When I first came to Turkey life was difficult. I had to adapt to Turkish culture and the Turkish language. Did I change or stay the same? Did I become better or worse? enable Money enables me to buy new clothes. Without money could I buy clothes? folklore - n. the traditional stories and culture of a group of people Stories like Nasreddin Hoca, Karagöz ve Hacivat are Turkish folklore Unconscious Sometimes when I am stress, I unconsciously bite my fingernails. Did I know I was biting my finger nails? setting - n. a place in which an action happens The setting you learn English is at ITI in a classroom. The setting of a story, like Harry Potter was Hogwarts, the magic world, England. dialect - n. a form of a language that people speak in a particular part of a country, containing some different words and grammar Drill pronunciation and stress from OHP

3. Reading for Gist (8-10 minutes) • To provide students with less challenging gist and specific information reading tasks

Hand out ex1 and reading text "Now you will read the text and mark if the statements are true or false." Model monitor Handout Answer key Ss check there answers Elicit FB "How did you do? Good/So-So/Bad

4. Reading for Detail (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Hand out ex2 "Now read the text again and with a partner answers the question." Model ICQ "Do you work alone or with a partner?" "After you read the text you...." Monitor Elicit feedback from Ss

5. Post-Reading Speaking Exercise (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Handout speaking ex Show discussion "Read the questions.(pause) Now with a partner discuss the answers to these questions"(Model) monitor Regroup Ss again and have them discuss the questions(either 4:4 or 3:3 or W/C discussion) monitor Elicit responses (If time allows do the vocab exercise)* Delayed feedback *S comes to the front of the class. Write a vocab word behind the S on W/B The rest of the Ss describe the word and the Ss guess what the word means. International airport Ancient monument Tourist attraction Designer boutique Cultural event Modern architecture adapt enable personality outsider unconscious noticeable

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