Kyle Kyle

Weird!
Pre-intermediate level

Description

In this lesson, students will practice inference reading using a text about crop circles in the context of weird phenomenon. They will also practice weird/supernatural lexicon and speaking for fluency through debating their opinions. First, students will look at some images of "weird" subjects. "Weird" will be elicited from them and explained. Students will then brainstorm "weird" things and share them with the class. Next, students will look at pictures of crop circles. They will discuss crop circles and write their own prediction about crop circles and why they exist. This will lead into the text. Students will read quickly the first time, looking to see if their prediction is there. They will talk with their partner about whether it was/wasn't, and which they like. Students will then receive a vocabulary list. They will read through a second time and try to determine the vocabulary with their partner. The class will review the words as a whole. Finally, students will be prompted to consider other "weird" phenomenon, particularly those related to Turkey. They will then discuss these with their partners and whether they believe them and why/why not.

Materials

Abc Crop circle reading
Abc Powerpoint

Main Aims

  • To provide inference reading practice using a text about crop circles in the context of weird phenomenon

Subsidiary Aims

  • To provide practice of weird/supernatural lexicon in the context of crop circles
  • To provide fluency speaking practice in a debate in the context of crop circles

Procedure

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

To begin, I will show students a picture of "big foot" and see if they can guess what it is. We will then look at pictures of "the lochness monster" and "ufos/aliens". I will ask: What is the same about these? And try to elicit "Weird." If need be, help students: "They are strange, unusual, not normal, different." I will also use these as CCQs before the brainstorm: Weird things: Are they different? Unusual? Normal? Strange? Do we see them every day? Consider using synonyms: supernatural, mystery

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

1. Students, working in pairs, will brainstorm "weird" examples *as many as they can *remind them to look up words if they need to Afterwards, students will come up and write their examples on the board As a class we will talk through them, particularly those related to the reading 2. Introduce pictures of crop circles: "What are these?" Give students time and try to elicit "crop circles" What do you think causes these? 3. Give students the small phrase bank. Ask them to write their prediction

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

1. Tell students to read the passage quickly (2 mins) and see if their prediction is there. 2. When they finish, talk with their partner: Is yours there? Is theirs? 3. Read the passage again and decide: which do you like? Discuss with your partner

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

1. Present the vocabulary words. 2. Tell students they will use the text and work with their partner to try and figure out what each word means 3. Review the words as a class, reviewing pronunciation and stress 4. Concept check "weird" again

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

Students will practice speaking for fluency as they discuss their opinions: 1.What do you think of crop circles? 2. Present photo of Area 51: explain "in the U.S. people think there are aliens and strange tests here" 3. What weird places or things are there in Turkey? What weird things do you believe/think about? Discuss with your partner

Web site designed by: Nikue