Reading Lesson, A world full of Englishes
To provide students with practice in reading a text for both gist and specific information.
To give students to consolidate by seeing and using in contextual practice some of the language and structures from TP 1A & 1B
Procedure (30-46 minutes)
Teacher writes a conversation sentence of speaker A and B in which they can find a word "shotgun". Students elicit some probable definition of the word and if no one give correct guesses, teacher explains the term in short.
Teacher gives students a list of sentences in which they can see more examples about cultural terms. Students discuss on meanings of those words in pairs for 1-2 minutes. After they finish, teacher asks them to share their answers with the whole class and asks them which clues they used to find the answer. Then, teacher writes some words on the white board which are exact definitions of the terms and students are asked to match the words. "Can you give me an example of cultural information" teacher asks. If no replies come, students will be asked to search for such terms as homework. Later on, teacher asks students if all Englishes in the world is the same or they differ? If they differ, what are the differences? Teacher expects immediate answers, no pair work.
"Today we will read a text and the title of the text is 'A world full of Englishes'". Teachers inquires what the text might be about. This is aimed as whole class discussion.
Students are formed as 6 groups including 3 people in each and teacher distributes strips of papers that are including different paragraphs of the text (3 paragraphs in total). Teacher ask them to read and discuss with their group mates upon the paragraph. Teacher stresses that they do not have to understand every word this time. While they are discussing with their groupmates, teacher monitors and assist them. Later on, teacher lets them to mingle with different group members and narrate what their paragraph is telling.
"Here is the original text as a whole" Teacher asks them to read the text carefully and also ask them to underline the words they are not familiar with. Teacher sets time limit for this reading. After the reading, teacher asks them what the text is about. This is aimed as open-class discussion.
Later on, teacher lets them to tell unknown words and writes them on the white board. Teacher expects other students to infer meaning and also helps them with synonyms and mimes to explain. Teacher gives out back-up sheets in which students can find definitions of new vocabulary. After covering new vocabulary, students are given handouts to work on TRUE or FALSE statements based on the text. They work individually first and then discuss answers in pairs. During checking the answers with the whole class, teacher highlights false statements.
Teacher gives out vocabulary sheet in which students can find new words they have learned to fill the blanks. They first work individually and check answers with their partners. Afterward, teacher asks for their replies.
Teacher distributes strips of paper, each different in color and have different statements or question in it. Students who have the same color come together and discuss on the statements they are holding.
Teacher sticks paper around the class which include key woords so the students will fill the blanks (teacher distributes papers) with the appropriate word. This is aimed as group work, and aimed as a competition. Teacher explains that the more answers they grab, the more points they have. So, one person in each group should be responsible to grap appropriate word and who fills the blanks first or who has more answers will be the winner. The sentences may either include exactly the same sentences in the text with missing words or paraphrases.