Michael Wear Michael Wear

Teaching Practice 1 - for TP 1b
B2 level

Description

In this lesson students will learn reading for gist in the context or 'Hard to believe'. A reading activity will be used for comprehension purposes and learning new vocabulary. A listening activity will also be done using a similar context. Comprehension questions will then be used for discussion.

Materials

Watch?v=lpmlfx8gxlk?size=16&default=html Paranormal Activity Video clip
Abc Gap-fill vocab
Abc Quote words.
Abc Writing samples A and B
Abc Question handout
Abc Audio File

Main Aims

  • Reading for gist in context of 'Hard to Believe' stories.

Subsidiary Aims

  • Listening for detail in the context of strange and unbelievable stories.

Procedure

Warmer/Lead-in (8-10 minutes) • To set lesson context and produce relevant vocabulary

Use the Stuart Chase quote on page 8 of the Upper-intermediate English file book (2014 edition). The quote is two sentences. Separate the students into two groups and give them a sentence each with each word on a different piece of paper. Instruct the students to place the words in the correct order. Get the students to write the quote on the board. Check for understanding using CCQs. After, show a short clip of 'Ghost Hunters' from Youtube. Elicit Vocabulary 'spooky', 'mysterious', 'fraudulent' 'strange' and other relevant vocab. Ask the students of they think the video clip is real or fake?, how does the quote apply? and do you think there should be proof before anything is believed?

Pre-teach Vocab (8-10 minutes) • Allow understanding of new relevant vocabulary.

Vocab: Dragging, Gliding, Hallucinating, Vivid, Breeze. Give individual students or pairs a word on a piece of paper. Write a sentence on the board and with the missing word. Ask the students to put their word on the board if they think it's the right answer. Correct and explain when wrong.

Reading (10-12 minutes) • To challenge students with gist reading and reading comprehension.

Give the word Baklava or Kunefe to each student vocally. Give Baklava students reading A and Kunefe Students Reading B. Complete task 'a' on page 8. Take class feedback on the questions. Ask students to read their story. Provide a time limit of 5-7 minutes. After reading, ask each student to verbally retell their story to their partner. After, ask the students CCQs. Ask students of they believed either of the stories and why.

Listen for detail (8-10 minutes) • Improve listening for details skills withing the context.

Read the first part of 'The Coffee Cup Reading' on page 8 of the text book to the students. Ask the students CCQs and go over any vocabulary they don't understand. Create new pair groups and hand each pair a copy of task 'd' from page 9 of the text book and explain these are the questions and they must listen for the answers. Tell the Ss they will now listen to the rest of the story using audio. Ask students to tell me the answers to the questions. Correct mistakes if wrong.

Optional writing practice (8-12 minutes) • To allow students to create their own spooky stories using the new vocabulary.

Split the students into two groups. Write the first line of a spooky story on the board. Ask each group in turn to write the next sentence. Correct and explain mistakes and discuss the story using CCQs.

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