Donia Donia

Teaching Practice 3
Upper-Intermediate, B2 level

Description

In this lesson, students will practice reading for gist and detail aims. They also practice some vocabulary items related to the text. They will see a sentence on the board which has got 9 words and they they have to rewrite the sentence with 8 words, but it should have the exact meaning like first one.(They have to use "ing" form). The students do will do the same thing with another sentence as well, then I give them some other sentences for practicing in their pairs. I will draw a picture of a woman who is looking at herself in a mirror and a man who is doing the same thing, (the woman is a model). But the problem is that these two people see themselves uglier. I ask the students if the man's face is really like that. I elicit or explain that many people have this problem. I write up the name Imagined Ugly Syndrome. I ask students who they think has this problem and this problem mainly affect men or women. Then they have to look at the photos in the book and answer the question in exercise 1. The students will do exercise 2 for Gist Reading and exercise 3 for Detail Reading. For the post reading task, they will answer the question in exercise 5 in their groups. For focusing on vocabulary, students will do exercise 4 and following this, they have to do exercise 3 in the work book as controlled practice. For the freer practice, they will have a discussion about some Turkish celebrities and their lives.

Materials

Abc A set of questions handouts
Abc Complete the sentences handout
Abc Complete a text handout
Abc Matching handout
Abc Pictures

Main Aims

  • Reading

Subsidiary Aims

  • Vocabulary

Procedure

Warmer/Lead-in (3-5 minutes) • To activate prior knowledge about the topic of the text

T draws a simple stick figure female on the board and a full length mirror. T says that the woman is called Jane and she is a model.T asks what students think she can see in the mirror. T listens to ideas but she doesn't comment on them. Then, T draws a big, fat person and asks: Is she really fat? Why does she a fat person in the mirror? T again draws a man's face looking at another mirror.In the mirror, T draws a very big ears and asks the Sts if the man's face is really like that. T elicits or explains that many people, have this problem which they think they look much worse than they really are. T writes up "Imagined Ugly Syndrome" on the board and introduces the name of this mental problem to the Sts.

Pre-Teach Blocking Vocabulary (5-6 minutes) • To clarify the meaning of key vocabulary items

Elicit the following words: suffer (definition), blemish (visual support), pimple (visual support) paparazzi (definition) estranged father (features). After eliciting the meaning, ask CCQs (in LA sheet), drill very briefly, on the board, elicit and mark the stress and the part of speech

Gist Reading (7-9 minutes) • To get the general idea of the text

Ss will do exercise 2 in the book which is they have to answer three questions about the text.

Detail Reading (10-12 minutes) • To provide students with more information about the text

Ss will do exercise 3 in the book which is they have to match some names to the sentences. They check in their pairs and then the whole class feedback.

Post-Reading (7-8 minutes) • To provide an opportunity to expand on what they've learned

Ss will be shown some Turkish celebrities pictures and they have to talk about their lives and think wether if they have this syndrome or no.

Focus on Vocbulary (2-3 minutes) • To provide practice

Ss do exercise 4 which is matching the definitions with the highlighted words or phrases in the text. Ss pair check and then, the whole class feedback.

Controlled Practice (2-3 minutes) • To check the understang

Ss will do exercise 3 in the workbook which they have to complete the text with the words given in pair.

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