Erhan Gulsen, Reading a story about 1971 Los Angeles Earthquake
INTERMEDIATE B1 level
To provide scan, gist and detailed reading practice using a text about survival from an earthquake in the context of natural disaster
To provide clarification, review and practice of vocabulary items before reading in the context of earthquake
Procedure (37-50 minutes)
In order to set the lesson context and get the SS to be involved in the lesson, the teacher starts asking a general question about nature. To be more specific, he asks what the pictures on the WB show to the SS and then tries to elicit the word earthquake by hanging the date of an earthquake that happened in Turkey in the past. Next, in order to help the SS get ready for the pre-reading tasks, he asks a question related to the plot of the story they are going to read. He asks them how they can survive an earthquake in a house. Teacher: (After exchanging greetings). Do you like nature? Or hate it sometimes? Why? (After eliciting the answers) What can you see in these pictures? (The pictures of natural disasters are hung on the WB before the class). Yes, flood, typhoon, tornado,.... What do we call them? They are all natural disasters. Can you give me one more example for natural disasters? (Hanging the date 17.08.1999 on the WB) What does this date remind you? Ok. Today, we are going to read a story about the Los Angeles Earthquake in 1971. The story includes a family who survived the earthquake by staying in their house. So, before we start, how can you survive an earthquake by staying in your house? Tell me your opinions.
In pre-reading task, the teacher tries to help the SS to be more engaged in the upcoming text, especially for the scanning task. On the WB, he hangs the pictures of the family that survived the earthquake and asks the SS to discuss about or make comments in 3minutes on how they could have survived the earthquake by looking at the pictures. Teacher: (Hanging the pictures of Mary's house.) These are the pictures of Mary's house. Mary is the person who tells the story. Now, in pairs, (you two, you two,...) Look at the pictures and discuss how Mary and her family survived the earthquake. You have got 3 minutes.
Task 1: Scanning After the pre-reading activity, the teacher tries to get the SS to check their answers on their own by scanning the text. For this activity, he gives 3 minutes to the SS and uses good ICQs because each student in the class tend to read the whole text. After the reading task, the teacher tries to elicit feedback (if the time permits) Pre-teach vocabulary: After the scanning task, in order for the SS to be ready for the upcoming sub-skill task, the teacher gives them a small vocabulary exercise. The exercise involves some vocabulary that the SS may or may not know. After the 3-minute exercise, the SS check their answers through an answer sheet (he hands them out to each student) and then the teacher starts drilling exercises. And, for the problematic words, he asks CCQs. (if the time permits.) Teacher: (After changing the pairs). (By chesting the text) Now, in 3 minutes, by yourselves, you are going to find the place where Mary's family survived the earthquake in the text. But, please don't read! Only take your pen and try to find the place. ICQs Are you going to read the whole text? Are we working together? How many minutes do we have? (And then he hands out the texts) (After 3 minutes) Teacher: Ok, have you found the place? Ok. it is the stairs. Feedback: So, is it a good idea to hide under the stairs? Pre-teach vocabulary: Teacher: Before we read further, I would like you to study some words from the text. You may or may not know these words. It is an easy task. (By chesting the worksheet) In pairs, you are going to try to choose the synonym and circle it for each underlined word in the sentences. You have 3 minutes. (After 3 minutes) Teacher: Now, please check your answers by looking at this answer sheet. And then, the drilling and CCQ sessions starts. (Whole Class)
Task 2: Skimming: After the vocabulary exercise and drilling activity, the teacher asks the SS to match each paragraph with its title in 5 minutes. After the SS have completed their tasks individually, he asks them to compare their answers in groups. Next, he elicits the answers and writes them on the WB. Task 3: For in-depth reading, the teacher asks the SS to decide whether the seven sentences are correct or not. As the students tend to read the passage slowly, each sentence has the information before it, which shows in which paragraph the information is. For feedback, he hands out the answer key to each pair. (After the drilling exercise) Teacher: Now, these are the titles for each paragraph of the text. In five minutes, by yourselves, you are going to match each title with the correct paragraph. (But, You are going to read quickly) ICQs: Are we working together? Are we going to read slowly? How many minutes do we have? (Each title has a clue) (Be careful) (After 5 minutes) And, now, in groups of 3-4, compare your answers with your partners. (Writing the numbers 1-7 on the WB). Now, tell me the titles. (After skimming) Now, there are 7 statements on this sheet. And, I would like you to find out whether they are TRUE or FALSE. You are going to work alone. (5 minutes) (After 5 minutes) Now, please check your answers with this answer sheet.
(If the time permits) Post-Reading: The teacher asks a question about Mary to WC and get them to work in pairs. The question is about the result that the SS can deduce from the text. Teacher: Now, I would like you to work in pairs and ask this question to each other: Would you be happy if you were Mary? Why or why not?