New lesson plan: TP-1: Receptive skills (Reading)

Isaac

TP-1: Receptive skills (Reading) - upper-intermediate level

TP-1: Receptive skills (Reading)
upper-intermediate level

Description

To provide reading practice for gist and specific information in the context of English as a global language

Materials

Face2Fcae

Face2Fcae

Main Aims

To provide review of the English verb system

Subsidiary Aims

To provide practice of language ability

Procedure (45-55 minutes)

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

Have the learner discuss the following questions: 1. How many English speakers do you know? How many do you think there are around the world? 2. Why do so many people want to speak English? 3. What are some ways of learning English? Have you ever hear of an English village, what do you think it is like? 5. Is it difficult for you to communicate non-Native speakers? What if we could make an English language for non-Native speakers? what would call it?

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Have the students try to guess the meaning of the following words from text: 1. OUTNUMBER 2. SUGGESTED 3. WHEREAS (in contrast) 4. TAKE PLACE 5. BY FAR 6. UP TO 7. TO FEEL LEFT OUT

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Have students read a text to get the general idea. Have the students complete Exercise 2 with open-class feedback (OCFB). Read the acticle and match the heading a-e to paragraphs 1-4. There is one extra heading. a. English seven days a week b. A chaging language c. People's attitude to English d. An English-speaking world e. A passport to employment

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1. Tell the students to read carefully and answer the specific questions about the text. (Ex 3a) (on Google Forms) 2. Students will check their answers in breakout rooms.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1. Have the students respond to the contents of the text (Ex 3b) (in breakout rooms) - Do you think Globish will become more important than standard English? Why? Why not? - How important is English for employment opportunities in your country? Give examples. 2. Conduct feedback on the task. 3. Delayed Error Correction (DEC).