TP7- Faking a Heavy Cold
To provide students with practice in reading for gist, reading for details and reading for inference in the context of illness ( having a heavy cold).
To review passive vocabulary about illness and introduce new vocabulary items related to having a cold.
Procedure (34-46 minutes)
T tells the Ss they are going to play a guessing game. T makes a gesture and the Ss guess the word ( all the gestures are related to illnessess like cough, sneezing...etc). The teacher elicits these words from the students and puts them on a mindmap ; the core word is symptoms. T asks the Ss if they believed him (tries to elicit the word "fake"). Why or why not. T links this to their work (Do you sometimes fake an illness in order not to go to work).
T asks the students to match the words with the pictures and definitions (HO1). Ss check in pairs and then as a whole class. T clarifies any problems with meaning through the pictures and CCQs. T elicits form from the students and drills pronunciation by modeling it himself and then getting them to repeat chorally and individually using backchaining with long sentences and mill drill with words.
T devides the Ss into groups A and B, then gives each group a text. T asks the Ss to read the text for a minute and answer the gist question. students check in pairs and then as a whole class.
T asks the Ss to do the second activity (Find the sentence(s) which is not mentioned in the text. Ss check in pairs and then compare their answers with the answer key on the back of their paper. Students are then paired up as A (text A) and B (text B). The Ss are asked not to show their texts to each other, but summarize it to their friends in less than 30 seconds (one sentence) This is really helpful in developing students' summarizing skills (It is really helpful if there is a writing follow up). After that students are allowed to share their texts and figure out that they are parts one text (this develops their synthesizing ability).
T presents the students with the last activity. This time they work on the whole text together in pairs A and B since they have the whole text. Ss try to figure out the effect of some expressions used by the writer and whats the meaning behind them. (They infer the writers' purpose). Ss check together and then discuss that as a whole class.
T asks the Ss to perform a role play as pairs: one student is the boss ;the other is the employee who tries to fake a heavy cold. (T divides the students into bossess and employees and pairs them up). T monitors and finally asks one group to act it out "on stage" (in front of their peers to make fun!) T gives feedback on the common mistakes. Ps: This is a flexy stage since the focus of the lesson is on reading and its sub-aim is vocabulary and students speak and use the vocabulary in most of the reading activities. However, it would be nice if the students are provided with some personalised free speaking practice in the same context.