New lesson plan: Teaching Practice 8

Rana

Teaching Practice 8 - B1 - Intermediate level

Teaching Practice 8
B1 - Intermediate level

Description

In this lesson ss will practice their reading skills, with the productive outcome of speaking at the end. After setting the context, I will pre-teach some vocabulary (mainly eliciting it from ss) and then hand out a set of cut out paragraphs (one set per student). Their gist task will be putting the story in the right order. Then they will be given the whole article to read again for detail. They will answer some questions during this reading. Then they have to make predictions about what happens next in the story. A quick discussion and some pre-teaching of vocabulary for the next part is followed by a second reading (part 2 of the article) and they are told, while reading, to think about if something like this could ever happen in Turkey and what would happen if did. When they finish reading the second part, I elicit a summary of what happens in the story to test their understanding; then I divide them into groups to discuss the possibility of something similar happening in Turkey. How likely is it? Is homelessness a real problem in Turkey?

Materials

Detailed Reading Task

Main Aims

To provide ss with gist and detailed reading practice in the context of a story of a woman falling in love with a homeless man.

Subsidiary Aims

To give students practice speaking mainly about homelessness and possibly love.

Procedure (39-44 minutes)

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Show pictures of homeless people. Ask ss about what they think about homelessness. Imagine: you are walking home at night when you see a woman with her baby sitting in a corner on the sidewalk saying "We are hungry. Please help us; give us some food." What would you do? Would you walk away? Why do you think people become homeless?

Pre-Reading (8-9 minutes) • To prepare students for the text and make it accessible

A friend says: "All homeless people are lazy or drug addicts." Do you agree or disagree? Can you imagine falling in love with a homeless person? Try to pre-teach: "pay attention" "vulnerable" "agitated" "addict" at this stage.

While-Reading #1 (5-6 minutes) • To provide students with a less challenging gist reading task

Give each student a set of cut ups and tell them they have 4 minutes to put all the paragraphs in the right order. When they finish, they can check how their peers did it. I write the correct ordering on the board (E,B,F,A,D,C). Then the ss discuss what the title of this article might be for a minute or so.

While-Reading #2 & 3 (14-15 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Ss are given the entire article this time to read one more time and answer a set of questions. (See handout). They complete the task and, after a quick review of the answers, I ask what they think might be happening in the story next. They give their predictions. I try to elicit "give up" "astonishing" and "tanned" and tell them to turn the page over to read the second part of the story very quickly to decide whether a similar story could ever take place in Turkey.

Post-Reading/Listening (9-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss first give a summary of what happens in the second part of the story. Then I divide them into groups to discuss the possibility of something similar happening in Turkey. How likely is it? Is homelessness a real problem in Turkey?