Teaching Practice 6
To provide the students with the opportunity to improve their reading skills with activities of reading for gist and reading for specific information
To provide the students with enough chance to develop their spoken fluency
Procedure (40-52 minutes)
I will post pictures of some heroes and villains on the board before the lesson starts. They will be scattered on the left and right side. First I will try to elicit the words "hero" and "villain" by asking them some questions such as; "What is common about the people on these pictures?", "Are they good characters or bad characters?", "How do we call someone who saves people's lives?", "What do we call the bad characters in movies?" and so on. After eliciting the words, I will give them a minute to think about which pictures belong to villains and which ones belong to heroes in pairs and then they will come to the board to stick the pictures under the titles, "heroes" and "villains".
At this stage I will give them a hand-out on which there will be some words from the passage they will read and they will match the words with their definitions. They will work in pairs and I will give them 3 minutes for this activity. When they finish the activity they will swap their papers with other pairs to check their answers. And finally I will give them an answer key to let them see the correct answers. And I will drill some of the words before writing them on the board to show their stress.
Having finished the warm up, I will ask them two questions for the beginning of this stage. My questions will be "What other popular film, music and sport stars do we have in our country?" and "Who are the best and worst role models for young people?". (I may write them on the board if there are any difficulties with understanding them). I will change their pairs for this activity and they will share their ideas with each other. At the end I will ask one of the pairs what the other one's answers were.
I will instruct the students that they will be given a handout of a reading passage and one with 3 titles on it and will ask them to read it quickly (1 minute can be given to make it sure they will do it quickly) and choose the best title for the passage. They will read alone and choose the title before I ask them to check their answers with the student next to them. And I will ask them what they think is the best title for the passage. If there are any contradictions, I will explain why their answer is wrong.
At this stage the students will read the passage again but in a more detailed way. I will ask them to reorder the paragraphs from 1 to 6. I will give them 5 minutes to do this and they will work alone. As I indicated in the part of "Anticipated Problems", I will give them the 1st paragraph if I see them struggling. When they are individually done, I will ask them to check their answers in pairs. And I will get the WCFB at the end. After the first while reading activity, I will ask them to match the highlighted words with the meanings written on the handout. They can work in pairs for this activity as they do not have to read the whole passage. I will write the answers from a to f on the board to drill some of them, especially "minute", to show the difference between this one and the other "minute" related to time.
For this stage they will have an activity similar to "Find Someone Who...". I will give them a handout, on which there will be sentences related to the context of the lesson and they will try to find people whom they can match with the sentences written in the chart. They will also ask further questions if they get the answer "yes" from their friends. They will stand up and mingle for this activity and at the end I will ask them about the names they picked and what further information they could get from them. I will monitor how they are doing and will take notes to make some error correction and delayed feedback on the board at the end. (I hope I will have time for this).