Beyhan Ince Arslan Beyhan Ince Arslan

TP 6
Intermediate level

Description

In this lesson, students will be given a reading task. It is an article about a bank robbery gone wrong. Ss will have a variety of activities for pre, during and post reading. By the end of the lesson, they should be able to tell if they agree or disagree with the judges sentence.

Materials

Abc Powerpoint with answer key
Abc HO
Abc Smart board
Abc Straightforward Intermediate Student book, page 82
Abc Straightforward Intermediate Student book, page 83 reading passage
Abc Powerpoint with vocab words
Abc Powerpoint with short video
Abc Smart board
Abc Smart board
Abc Smart board
Abc Smart board
Abc Smart board

Main Aims

  • To provide gist, scan and detailed reading practice using a text about bank robberies

Subsidiary Aims

  • To provide clarification and review of words that are associated with robberies in the context of bank robberies

Procedure

Pre-reading - Lead - in (3-5 minutes) • To generate interest in the theme of the lesson

*Show ss a short video on powerpoint (bank robbery scene) *Ask ss "what is this, what is going on?" "what are they doing"

Prediction Stage (3-5 minutes) • To encourage ss to predict the content of the text and give them a reason to read the text

*Tell ss to write down seven words that they think will be in the text that they will read. (based on what they watched) *Examples: rob, steal... *After ss have written down the words, have them turn the page upside down, and instruct them to wait until told to turn them back over.

Pre-Teach vocabulary (10-12 minutes) • to pre-teach key lexis needed to help students understand the text

*Use powerpoint presentation to show pictures of vocabulary words (elicit words) *If ss have difficulty guessing, teacher will give the word followed by the meaning.

Reading for specific information (5-7 minutes) • To practice reading for specific information

*Hand out copies of the reading article. *Instruct ss to flip their papers over (to the words they predicted would be in the text) *Instruct ss to quickly scan through the article and see if their words are in it. When they find them they can circle them.

While reading - Reading for gist (8-10 minutes) • To encourage ss to read for a general understanding of the text

*Using the same article, ask ss to work with a partner to discuss the article *After ss discuss, they will be instructed to work together to come up with a title for it, write it down and share with the class.

Reading for detail (10-12 minutes) • To practice reading for detailed comprehension

*After students come up with a name, they will be instructed to read the article carefully *Ss will be handed a worksheet containing multiple choice questions related to the text *Ss will have to read the article in detail to be able to answer the questions. *After ss finish the article and questions, they will work with a partner to compare and talk about their answers *When ss are through checking answers, the answer key will be shown on the smart board for students to check their individual answers.

Post reading - writing task (5-7 minutes) • To allow an opportunity to react to the text - written and oral

*Ss will be asked to work alone to answer "Do you agree with the judges decision? Why or why not?" *CCQ's - Are we working together? No - Are we working alone? Yes *After ss complete their answer alone, they will be instructed to talk with a partner, to see if their opinions are alike or different, and why.

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