perel perel

Reading and speaking Practice
Upper intermediate level

Description

IN THIS LESSON STUDENTS WILL DEVELOP FLUENCY IN READING AND SPEAKING WHILE READING A TEXT ABOUT TWO EX-PATS. THE LESSON BEGINS WITH A GENERAL QUESTION AND STUDENTS WILL GUESS THE ANSWER. WE WILL HAVE A SHORT DISCUSSION ABOUT IT AFTERWARDS. A PREDICTIVE TASK WILL BE GIVEN TO THEM IN ORDER TO HAVE AN IDEA OF THE READING AHEAD. A JIGSAW READING WILL BE DONE BY EACH GROUP AND DISCUSSED AFTERWARDS CONSIDERING THE ANSWERS GIVEN IN THE PREDICTIVE TASK. WE WILL CONTINUE WITH A DETAILED READING TO ANSWER THE QUESTIONS FROM THE BOOK WITH A PAIR CHECKING. FINALLY, STUDENTS WILL DISCUSS THEIR ANSWERS WITH A STUDENT FROM THE OTHER GROUP ABOUT THE TWO READINGS.

Materials

Abc AMERICAN HEADWAY 4A (COPY)
Abc White Board

Main Aims

  • To provide detailed reading practice using a text about Expat tales in the context of living in another country

Subsidiary Aims

  • To provide detailed reading practice using a text about expat tales in the context of living in another country
  • To provide fluency speaking practice in a conversation and feedback in pairs in the context of expat experiences and living in another country experiences.

Procedure

Lead-in (5-7 minutes) • To set lesson context and engage students

1) A question will be written on the whiteboard "do we have something in common?" in order to give the students the opportunity to think about and engage with the readings ahead. Student should discuss that in pairs. They should answer: "We all live in a foreign country" 2) A question will be written on the whiteboard "why do we live in a different country?" in order to give the students the opportunity to think about and engage with the readings ahead. Student should discuss that in pairs. have a small feedback.

Predictive Task (5-8 minutes) • To prepare students for the text and make it accessible

Students will be asked to PREDICT alone which Lines of the article is related to chile and which is related to Korea. Pair Checking is necessary.

Gist task (6-8 minutes) • To provide students with less challenging gist and specific information reading tasks

1) Separate students into two groups as instructed in work 3. (Orange/blue). students from different group should not be in contact orally. Orange group: This group will read about Ian. Blue group: This group will read about Thomas. 2) Each group will discuss in Pairs about their reading and answer on the Predictive task.

Reading for detailed comprehension (8-10 minutes) • To provide students with more challenging detailed reading tasks

3) Students must Answer individually the questions about Ian and Thomas as given in Work 4. PAIR checking is necessary.

Speaking Feedback (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

4) Students from DIFFERENT groups will form PAIRS and discuss about the previous answers.

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