Aeneas Murray Aeneas Murray

TP 1. Reading for gist and detail.
Upper Intermediate. level

Description

In this lesson, students learn how read for gist and detail through guided discovery based on the subject theme ‘Worst Case Scenarios’ and the articles ‘How to survive an earthquake’ and ‘How to avoid being struck by lightning’. The lesson starts with three questions ‘What you know about the subject?’, ‘What you don’t know about the subject?’ And ‘What would you like to know about the subject?’ And some pre-teach vocabulary. This is followed by an exercise where the students had to put titles in two columns depending on which articles the students felt had the most resonance with the titles, they then went on to answer comprehension questions. Finally, the students in the follow-up exercise would work in pairs and come up with a disaster scenario, where it would take place and how they’d cope.

Materials

Abc “Worst case scenarios,”
Edit?usp=sharing)?size=16&default=html Meaning, Form & Presentation
Edit?usp=sharing?size=16&default=html Google Jamboard with matching headlines exercise.
Edit?usp=sharing?size=16&default=html Google Jamboard with Exercise 5 Questions
?size=16&default=html Google word document presenting the follow up task

Main Aims

  • To provide gist and detailed reading practice using a text about Worst Case Scenarios in the context of How to survive an earthquake & How to avoid being struck by lightning.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a Anecdotes. in the context of Hypothetical worst case scenarios.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T introduces topic through anecdote. 2. T presents three columns: Things I/ We know, Things I/ We are not sure of, and ‘Things I/We would like to know’. 3. T asks Ss to discuss worst case scenarios and natural disasters and sort out their ideas according to the columns above. 4. Ss share answers to questions in chat. 5. T nominates Ss to share answers in OCFB.

Highlighting (2-4 minutes) • To draw students' attention to the target language

1. Ss access Vocabulary Exercise via URL provided. 2. T asks the students if there are any of the words they have difficulty with.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Do you like the text? 1. Ss access Reading Text via URL provided. 2. Ss read text. 3. Ss do the task.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

1. Ss reread Reading Text accessed via URL previously provided. 2. Ss do Text Exercise. 3. T checks results and nominates Ss for OCFB.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

1. T presents question in Word document. 2. T places Ss in groups. 3. Ss share answers to question in groups. 4. T nominates Ss for OCFB.

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