Teaching Lesson 4
Pre-Intermediate level

Description

In this lesson, students practice reading from gist and reading for specific information from a text that should stretch their vocabulary. Afterwards students are asked to put some of these ideas to use in a speaking excercise.

Materials

Abc Life in the Village of Polessye with True/False Questions
Abc Intro Reading
Abc Life in Ireland Reading with Questions
Abc Palina today reading

Main Aims

  • To provide gist, detail and inference reading practice using a text about Alaina's two families in the context of Family and Living abroad

Subsidiary Aims

  • To provide fluency speaking practice in a Conversation in the context of Family, Living abroad

Procedure

Lead-in (3-5 minutes) • To introduce the context of Chernobyl

Ask students does anyone know the name Chernobyl? It’s a place. Where do you think it is? Something happened there. What do you think happened? Teach nuclear accident/disaster if necessary. Ask students what they think happened to the people there.

First reading (5-6 minutes) • Introduce the topic of readings, reading for gist

Have students read introduction, have questions up on slide. After finished discuss in groups. Where does Palina come from? (the village of Polessye, in northern Belarus) When was she born? (1988) Why didn’t her future look good? (Like many others in her village she had a lot of health problems). Have students discuss in groups. Nominate feedback.

Pre-teach vocabulary (5-8 minutes) • To prepare students for the rest of the reading

Start with 'To occur', since it is in the reading. Elicit 'depressed, expert, contaminated, to give someone a warm welcome, to miss your family'. Follow instructions on the language analysis. Leave vocab up on WB

Second Reading (5-8 minutes) • Reading for Detail

Pass out True/false hand out and Life in Polessye hand out. Ask students to do the reading and note if the sentence is true or false. Check in pairs when you’re done. S-WB feedback. Clarify any answers that are false by asking why. Clarify ‘to take away’ if necessary.

Predictive task (2-4 minutes) • Make inferences, set mindset for next reading.

Talk about how Palina goes to Ireland. Ask students if they have ever spent a long time away from home. Ask them to think how Palina and her parents might feel and to discuss in groups.

Third Reading (6-9 minutes) • To read for specific information.

Pass out Life in Ireland reading with questions. Check in groups. Nominate feedback, ask students to nominate the next question.

Predictive task/fourth reading (6-9 minutes) • Personalized reading for main idea.

Show the title of next lesson “I’m so lucky” Have SS discuss why she is lucky in group. Elicit at least 3 answers. Pass out reading. Have students discuss in the groups again about why she is lucky. Elicit feedback from each group.

Speaking Activity (8-10 minutes) • To increase fluency in the context of the reading

Ask do you think Palina was every homesick? Clarify meaning of homesick. Write it on board. Think about a time you were homesick. Split into groups. Smart, awesome, cool, the best. Find someone with your word and discuss this question. Switch partners after each question. Why were you not at home? Who did you miss the most and why? What did you miss the most and why?

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