New lesson plan: Reading Newspaper article

Marion Worsley

Reading Newspaper article - Upper Intermediate level

Reading Newspaper article
Upper Intermediate level

Description

In this lesson students will look at the vocabulary linked to an article about the sinking of the Korean Ferry. Once familiarised with the lexis they will look at the text and analyse its content. This lesson will explore the more formal side of writing and reading, which might be found in a newspaper article.

Materials

Hand out 1

Hand out 2

Hand out 3

Hand out 4

Word Key 1

Word Key 2

Photo of Ferry disaster

Hand out 1

Hand out 2

Hand out 3

Hand out 4

Word Key 1

Word Key 2

Photo of Ferry disaster

Main Aims

To provide clarification and practice with the vocabulary that is found within the context of a newspaper article and expand their Lexis relating to a ferry disaster. Lexical set.

Subsidiary Aims

To familiarise the students with reading press articles, where the language is often more formal. To break down the language through Gist reading, scanning and more detailed reading, so as to make it more accessible.

Procedure (33-46 minutes)

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

Show students a picture of The Korean Ferry Disaster. Do you know what this is about? Elicit comments

Pre-Reading #1 (3-5 minutes) • To prepare students for the text and make it accessible. Part 1 of the article.

To elicit the vocabulary and definition of key words linked to Part 1 of the article. Civilian/ on board/ casualties/ perish/ following orders/outrage/ resignation. CCQs: Was this a military ship? How many people do you think were on board? Did many people die? (perish) Write down vocab list on WB. Hand out Word Key 1

While-Reading #1 (4-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Exercise 1. Read Part 1 of the article and answer the following questions. Who were most of the victims? Who offered to resign? How many people died or are missing? How did the government respond to the disaster? Why did so many people die? Class feedback

Pre reading #2a (3-5 minutes) • Introduction to the vocabulary linked to part 2 of the article.

Hand out Exercise 2. Attempt 1. Place these words into the right boxes. ( Known/ maybe/ unknown.) Individual task. Secured, cargo, disaster, trailers, disregard, overloaded, treacherous, capsize, botched rescue, lifeboats, accident, tilting, and coastguard.

Pre-Reading #2b (3-5 minutes) • To get the students to exchange their thoughts and ideas on the meaning of the vocabulary so as to elicit more correct answers.

Get the students into 2 groups and leave them to discuss the lexis and the potential definitions and move some of their words up a category.

While-Reading #2c (5-6 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks and check for words in context which might clarify their meaning.

Hand out Exercise 3. a) Find the words on the list from Exercise 2, in the text. ( Part 2 of Article). b) Can you now move some of your words into the other box sections from Exercise 2.

While-Reading #2d (1-2 minutes) • Deal with any words from the Lexis that are still unclear.

Hand out Word Key 2

While-Reading #2e (5-6 minutes) • To ensure a greater comprehension of the text.

Hand out Exercise 4 and get the students ( in Pairs) to answer the questions relating to the text. Check answers WC

Post-Reading #2 (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned through speaking with fluency.

Ask students to come up with potential questions for the press conference and write them down. Role play of press conference.Class into 2 groups. A) Ferry company B) Journalist. Get Journalist to ask questions about the disaster and the ferry company to provide answers.