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Reading, Rescue Missions
Upper-intermediate level

Description

In this lesson, students will continue to improve their reading skills in the context of rescue missions. The lesson starts with discussion about rescue missions and the animals take part in these events to assist people. Then gist, specific information and intense reading tasks will be done. The lesson will finish with a speaking activity.

Materials

Abc Reading Comprehension questions HO
Abc internet images
Abc Matching handout
Abc sentence cards

Main Aims

  • To provide reading practice (for gist, specific information, reading in depth) using a text about rescue dogs in the context of rescue missions

Subsidiary Aims

  • To provide speaking practice for fluency in a conversation in the context of rescue missions

Procedure

Lead-in (5-7 minutes) • to set the context

T. asks students if they have heard any stories about using animals in search-and-rescue missions? What are they? Which animal do you think is most difficult for rescue missions? Why? to elicit the word dogs. They discuss in pairs.

Pre-reading (5-7 minutes) • to introduce the vocabulary

T. puts some rescue dog pictures on duty. Students try to talk about the pictures through Where...? Why...? How...? questions in pairs. T. tries to elicit some vocabulary related to the text they'll read. She writes them on the board around the pictures.

Pre-reading (2-3 minutes) • to prepare sts for the text,

Teacher gives the title of the text "Shirley and Cinnamon" and they make some guesses that who are they? They discuss in pairs.

While-reading (3-4 minutes) • to read for gist

Students quickly read the text and they find out who are Shirley and Cinnamon are? Then t.asks the topic of the text. She asks where does the text come from? Is it an article or a story?

While-reading (5-6 minutes) • to read for specific information

T. gives a handout which includes some numbers from the text. They quickly find out the significance of those numbers, discuss in pairs and t. checks the answers.

While-reading (10-12 minutes) • to read in depth (to provide practice for intensive reading)

T. wants them to change the seats and gives the instructions to read the text again to answer the questions on the handout. Then they discuss those questions in pairs. T. gives feedback to each single question. Meanwhile teacher monitors them and notes the common mistakes done during the activity.

Post-reading (5-6 minutes) • to provide speaking activity for fluency in the context of advantages and disadvantages of using dogs in rescue missions

T. writes on the board. Advantages and disadvantages of using dogs in rescue missions? divides the class into two and they write 2 possible answers and present to the class.

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