To develop students' integrated skills by practising the receptive skills of reading and listening and the productive skills of speaking and writing through the context of study life.
To provide revision of the Indefinite article
Procedure (40-60 minutes)
T writes the word HIPPOPOTAMUS on the board in vertical and asks ss to make two lines and the last ss in the line should whisper a word that starts with the first letter of the word on the board to the person in front of him/her. The word should pass on until it reaches the first person in the line who is going to write it on the board. This ss goes to the last position in the line and repeats the process. This goes on until one of the lines has completed the word on the board. This will be run as a competition.
T tell ss that they'll do dictation and explains how it is going to happen.
T writes on the board the sentence: 'What time do you have breakfast?' and highlights 'what' 'do' 'have' in the sentence. Then she asks students whether these words help reconstruct the question or not. Then she asks about the remaining ones 'time', 'breakfast' and tells ss that these are helpful because these are the key words. T experiments the dictogloss with the lead in paragraph of the text to see if ss struggle with it or not. T checks and feedback.
T asks ss to put pens down and listen carefully. T reads the 1st time and ss listens only. Then T gives ss 2 min to write key words T reads 1 more time and ss listen only. Then T gives ss 2 min for them to add to their notes. T assesses whether a 3rd reading is necessary and does it or not. At this stage, ss work individually and they should not consult with their peers.
T puts ss in pairs and ask them to look at their notes and try to build up the text.The pair will have one strong and one weak student. Since this activity is new for them, pairing them up this way will strengthen them and the stronger ss will support the weaker one and help him/her do the task and give them a sense of achievement. T then asks in each pair to join another pair and form a group of four and compare their texts, discuss and make changes/improvements to their final versions. Grouping students will reinforce this way will reinforce what they'll have done and give them more confidence on their performance too. They will also have the change to do peer correction and enhance interaction.
T hands out copies of the original text and asks ss to read both and compare content and accuracy.
After that, T asks ss some questions about the information in the original text to see whether ss have included all relevant information.
T asks ss to underline the indefinite articles in the original text and compare to the ones in their versions. T then quickly explains how the indefinite article works and clarifies any mistakes ss might have made in their texts.