Günay Şimşek Günay Şimşek

Reading - Decision making
intermediate level

Description

This reading skills lesson in about decision making. Ss will practice their reading skills for gist and also in more detail information about a book called "Six Thinking Hats" by Edward de Bono.

Materials

Mruivrtce7obst4sn3aq reading text power point
Mrr9wr6tqay3bufncqql reading gist HO-collocations
Q3wvgnqrfsie0gzr0gq1 reading gist HO-reading text
Wl7vjrgqpy2dexdw6qta reading text tp7 HO -rest of the article

Main Aims

  • To provide gist and detailed reading practice using a text about decision making in the context of a book called "Six Thinking Hats" by Edward de Bono.

Subsidiary Aims

  • To provide review and practice of collocations in the context of decision making. If time, to enable ss to develop their fluency speaking skills in the context of discussing decision making.

Procedure

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

Tell students "Tonight's lesson is about decision making," Ask Student: "First decision will be whether we stay in for 45 minutes or go to a restaurant and have a nice meal?- but you are paying.' Get response from students and according to what they say. (They might say their opinion straight away if so say: " that was an easy decision" Now tell students "There is a big storm coming and your house will be blown over (nobody in the house) you have got to rescue one item only, what would it be?" Elicit some quick responses. Get a few answers. Ask students to discuss with their partner what they would rescue and why? Monitor Feedback

Pre-Reading (6-6 minutes) • To prepare students for the text and make it accessible

Ask students: "How do you make decisions about:your work? Your home? Buying things? Money? Which decisions are easy to make which are more difficult? Talk together how similar are you? Students discuss in pairs or groups. Monitor. Feedback

Reading1 (6-6 minutes) • To provide students with less challenging gist reading.

Ask students to read the introduction to an article about thinking strategies. What does the technique help people to do? (ICQ's will be helpful) Ss read the introduction and work with their partner to discuss. Ss go around and check with other students. Monitor. Feedback

While-Reading2 (10-10 minutes) • To provide students with more challenging detailed reading task

Which colour hat is likely to represent someone who thinks positively?, negatively?, creatively? Ask students to read the rest of the article and answer the question. Students read. Students work with their partners and then they can work with other students to compare and agree on one answer for each question. Monitor. W/C feedback

Post-Reading (8-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask students to discuss the following questions: " What do you think of the six thinking hat strategy?" " Which hat do you think most represent the way you think and make decision?" Students works in groups and discuss. Monitor Feedback : Ask students: "How many students think they use one hat most of the time or different hats for different kind of decisions. " Would you like to try on a hat which they don't normally put on?"

Language focus (5-6 minutes) • Focusing on collocations by giving students practice to see whether they can identify verb+noun collocations from the text.

Ask students to work in pairs to discuss which verbs they think go with 1-9. Then check ideas in the introduction and article. (without looking at the text) When the students are ready, ask them to check their own ideas (point out that the items are in the same order they appear in the introduction and in the main article) Monitor. Feedback Ss can have the answer key.

Flexi - stage (3-5 minutes) • To enable students to give their opinion about making decisions

If there is time: Ask students:" Have you made any big decision lately? Give an example from my own life and let students to discuss in a group or pair Monitor W/C feedback

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