Ehsan Ehsan

Teaching Practice 3
Intermediate level

Description

In this lesson, students will practice reading for gist and reading for detail techniques through a reading text about "bank robbery". The lesson starts with a gap-fill text about some vocabulary needed for the reading. Then they will be given feedback in class by the teacher and will be tested again to see whether all the students have understood the words. This will be the first step of pre-reading stage and then students lead into the reading text to further practice reading skills.

Materials

Abc Text Qs
Abc Discussion Qs
Abc Picture
Abc Vocab ex.1
Abc WB
Abc Vocab ex.2
Abc Reading text

Main Aims

  • Students will be better able to read for gist and for detail through a text about bank robbery in the context of law and order

Subsidiary Aims

  • Students will be introduced to and practice some vocabulary items about crime in the context of law and order
  • To provide fluency speaking practice in a group discussion in the context of law and order

Procedure

Warmer (3-5 minutes) • To generate SS' interest in the topic and to set the context

T recalls SS' names and asks them about the clips they just watched. T puts the picture of bank robbery on the board and will elicit the word.

Pre-teaching vocabulary #1 (3-5 minutes) • To gauge students' prior knowledge of the vocabulary items

Chesting the paper, T introduces the task and SS work on their own. Time limit and ICQs. SS check their answers with a partner. FB is given and the answer are put on the wall.

Check the meaning (5-8 minutes) • To clarify the meaning of difficult words in the first test stage

T selects the difficult words from the previous activity and conveys the meaning. T shows the picture of the guilty man in prison and the thief with the stolen money to elicit the words. T explains the other words or shows the pictures. T highlights the pronunciation and stress of the words. SS do some drilling.

Pre-teaching vocabulary #2 (3-5 minutes) • To check students' use of the words again and compare with the first test

T introduces ex.2. to class match the words in bold to definitions. SS work individually and T monitors. T makes new pairs and SS check their answers together. ICQs. The answers are given either on the board/to pairs. T provides FB in the class and answers the Qs.

Reading for gist (2-4 minutes) • For SS to practice reading for gist and get prepared for the reading

T puts three headlines on the board. 1. A violent bank robbery 2. The world's worst bank robbers 3. Stolen money T explains that reading for gist is very fast and they should not check word for word. They can choose the headline just by reading the first line of each paragraph. T sets a time limit: 1 min ICQs. T sits on the chair. SS check with a partner and give the answer. T provides FB.

While-Reading (8-10 minutes) • For SS to practice reading closely for detailed information

T introduces the task before giving out the HO. SS sit in two groups and answer the questions. ICQs. T monitors students. T regroups SS to check their answers in new pairs. T monitors and take notes of SS' mistakes. T puts the mistakes on the board and gets SS to correct them.

Post-Reading (3-5 minutes) • To provide SS with an opportunity to speak more freely in groups and use theTL.

T gives out the Qs and gets them to discuss in their groups. ICQs. T monitors SS. T asks 1/2 questions to check the content.

Delayed error feedback (3-5 minutes) • For SS to notice their own mistakes and get feedback

T puts SS' erros on the board and the class the corect form/pronunciation. T thanks the class godbye.

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