Mustafa Mustafa

Teaching Practice 8
Upper Intermediate level

Description

In this lesson, students will read a text about fears and phobias. First they will talk in pairs about airplane. Then they will read the article and answer some questions in different activities with different styles (gist reading, skimming, scanning and detailed reading). At the end, they will be given a list of phobias. They will talk about it in pairs and groups and class will vote which phobia is more common in the class.

Materials

Zdgom1zroy9y6u8ejnp3 1 picture of questions
6rfmhwetb2a2bnnebcf5 2 Reading Handout
Yscqr9rqsr6minnlo92n detailed matching handout
7mu3ieevsxsgxx0nbyvn scan scanning questions
Gxl2gsvjrwcy84pwz0qu phobias list of phobias

Main Aims

  • To provide gist, scan and detailed reading practice using a text about what are you afraid of in the context of fears and phobias

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of fears and phobias

Procedure

Pre -Reading (lead-in) (4-6 minutes) • To set lesson context and engage students

Teacher will put three questions on the board by the use of projector and ask students to talk about them in pairs. 1. Have you ever used an airplane? 2. Do you feel safe when you are sitting in an airplane? 3. Do you prefer to travel by airplane or other vehicles (car, bus, train)? Then teacher will ask three students randomly to give their ideas for the WCFB.

While-Reading1 (gist reading) (6-8 minutes) • To prepare students for the text and make it accessible

Teacher will give students a handout containing a reading text and a gist question in the bottom. Students should skim through the text in 1 minute and choose the best main idea about the text from the options they have in the gist question part. They will the answers in pairs and tell it to class with justification. After that teacher will pre-teach some vocabularies that may make the text hard for students to understand in MPF. These words are: phobia, irrational, anxiety and interfere.

While-Reading2 (Scanning) (6-8 minutes) • To provide students with less challenging gist and specific information reading tasks

Students will be given a handout containing a scanning question with options: Why some people make fun of phobias? They will be given two minutes to scan the text fast and find the answer to the question. They will check the answers in pairs and tell the reason to the whole class with reason. Teacher will show the paragraph on the board to make easier for students the reason of the correct answer.

While-Reading 3 (detailed reading) (9-11 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Teacher will give students a handout including six questions. Each question is related to one of the paragraphs. Students will be given time to do the activity individually and check the answers in groups and then share the answers in class. Teacher will show the picture of each paragraph on the board to underline the part which gives the information.

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

Teacher will give students a list of phobias that are mostly mentioned in the text. Teacher will change the pairs and give students time to talk about which one of these phobias they have. If time, they will talk in groups. While their speaking, teacher will monitor them and take note of their errors. At the end teacher will show the list of phobias on the board and see which one is more common in the class between student. If time, they will talk about them more and at the end teacher will write the errors on the board.

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