Yalcin Kaya Yalcin Kaya

TP 8
Intermediate level

Description

In this reading lesson, within a context of an unusual love story touching on things that are most important for us in life and how these preferences affect our emotions or vice versa, students will learn some new vocabulary and grammar of reported speech will also be exposed to them prior to their next lesson when they will be learning and practicing it. Before and while reading the text, students will be discussing in pairs, groups and as open class, their own feelings and thoughts about the context and will be making guesses about the end of our story of the day before they read the final part while sharing their ideas before and after this final reading.

Materials

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Phypwn9htlwwmwtruymg tp 8 hand out 3 TP 8 Hand Out 3
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Main Aims

  • To get students interested by setting the context in a way to involve them with their own thoughts and maybe some experiences if they wish to talk about, so they interact and understand it both when reading the text for gist (skimming) following making guesses and reading for details on a task to complete (intensive reading).

Subsidiary Aims

  • To get students speak as much about the story and what they personally think as possible.

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

10.30 * I will be referring to Angela's lesson on Tuesday talking about money and asking students how much they think money is important in life when choosing husbands/ wifes and what about love and other qualities in life that money cannot guarantee?. * Project the picture of Akan (the man in the story) when homeless and ask students to think what is most important in life ...

Pre-Reading (8-10 minutes) • To prepare students for the text and make it accessible

10.35 * ....... and Exercise 1 on Hand Out 2 will be projected on the board is a speaking activity in pairs about what is more important for us in Life - This will be projected on the board but Hand Out "2" will not be given to the students yet.. CCQs: - Is this about other people's life? No, our lives - Are we talking about being rich? No - Are we talking about different preferences in life? Yes * Feedback on this short speaking activity to hear the different ideas with different orders of importance in students' lives 10.40 Hand Out 1 - matching activity with definitions of words to be taught prior to first reading with a list of the words ICQs: - Are you working on your own? No, in pairs - Are we checking the answers with our new partners? Yes 10.42 Feedback and error correction / eliciting correct answers from different students (projecting images on to the board as well if necessry and if time allows) and highlighting / drilling the words

Skim Reading (8-10 minutes) • To provide students with less challenging gist and specific information reading tasks

10.44 * Have an open class dicussion about the question on ex 2 (what is most important for the students) on Hand Out 2 and & elicit students' guesses about the story we are about to read 10.48 * Now give Hand Out 2 to the students for gist reading for 1 min and students are asked to discuss in pairs how they think the story might end (reading exercise 1) after a short feedback of whether their quesses were right

Semi (Less) Controlled Practice Tasks (While-Reading) (12-15 minutes) • To provide students with more challenging detailed reading tasks

10.52 * Give students 3 minutes to read the first part of the article and ask them to make guesses about the end of it that they cannot see yet and discuss their guesses in pairs ICQs: - Are you able to see the end of the story fter reading this? No - Are you guessing in your head * Open Class Feedback 10.57 * Give Hand Out 3 to the students with the second half of text and sentences for correction in the bottom half (Hand Out folded) - Ask students to read the second half to see if what they thought were right ICQs - Are you reading the first or the second half of the story? Second - Are you unfolding the paper before I ask you to? No 11.00 * Ask the students to unfold the paper and read both halves of Sheila and Akan's story again for 4 minutes to confirm or correct the statements at the bottom half * Feedback for correction of statements

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

11.06 * Let them discuss, in pairs, what they think about the future of our couple Sheila and Akan (reading ex 4 on Hand Out 3) 11.12 * WCFB to hear different ideas from their discussions in pairs and end the lesson.

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