Professional Documents
Culture Documents
Assignment number: 3
Overall grade:
General comments:
B. Lesson Design
1. Introduction 127 words
In order to get learners interested in the theme and ‘make an explicit link
between the topic of the text and students’ own lives and experiences’ (Scrivener,
2011: p. 267), I will put onto the board a picture of these famous places: Blue
Lagoon, Great Pyramids and the Great Wall. Then I will ask students to talk with
a partner about which place they would like to visit and why they would do so.
After this, I will set up a feedback and note onto the board which place would have
more visitors. In the feedback, I would also pay special attention to their interests
and even previous experiences. I could ask follow-up questions like if they ever
have taken a trip to an interesting place before.
2. Pre-Reading 94 words
As a Pre-Reading task, students will predict the content from words and
phrases from the text. They will have the phrases in exercise 1 on the hand out.
Words and phrases will work as clues. After they go through the clues in pairs,
comes a feedback. Previous pair work will encourage students to participate in this
stage. I will copy onto the board four or five ideas.
This activity is based on predicting, when we predict “expectations are set up
and the active process of reading is ready to begin” (Harmer, 2001: p. 70).
3. Extensive Reading 113 words
Students will read quickly for gist on their own to check text against
predictions written on the board. They will have two or three minutes. Once
finished this individual reading and checking, they will compare answers with
partners and discuss their impressions about the text. After this, a second feedback
comes in which students will share their affective response to the text and
prediction checking.
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In this stage students will practice skimming and have a chance to respond to
the message of the text: ‘It is especially important that they should be allowed to
express their feelings about the topic – thus provoking personal engagement with it
and the language’ (Harmer, 2001: p. 70).
4. Intensive Reading 109 words
In the intensive reading task students will scan the text, this is ‘move eyes
quickly over the text to locate specific piece of information’ (Scrivener, 2011: p.
264). They will have to mark as true or false eight sentences about the content on
the handout. First, they the read the sentences and underline keywords. Second,
they go again through the text and find information. Third, they mark the
sentences. After this individual work, students compare answers in pairs. By the
end of the stage, I will set up a feedback activity asking where in the text they
found the information, this will help to study in detail the text.
5. Guessing meaning from context 97 words
‘We need to find accommodation between our desire to have students develop
particular reading skill (…) and their natural urge to understand the meaning of
every single word’ (Harmer, 2007: p. 287). In this stage, students will have to
match a list of words from the text with their definition on the hand out. The words
to study will be highlighted in the text. They will work in pairs. After they finish, a
feedback takes place in order to check answers. This activity enables students to
practice understanding by context, a key reading skill to build comprehension.
6. Productive skill 144 words
The follow-on task is to write a letter to the editor recommending a couple of
places in Spain where people could have a wonderful and unforgettable experience.
First, students in pairs read a sample letter and answer questions about structure,
language and style. After this, I will set a feedback in order to analyse the
structure of the text and write a layout onto the board. Once finished, the same
pairs brainstorm what places in Spain they could recommend and the reasons why.
Next, they write a first draft. During this stage, I will monitor closely for pointing
out mistakes on language and content. The draft will be handed on to another
group for peer-reviewing. Afterwards, students emend their texts and rewrite the
letter on an A1 size sheet. Finally, the letters are put onto the board and students
vote for the best text.
C. Bibliography
Harmer, J. (2001) How to teach English, Malaysia: Pearson Longman.
Harmer, J. (2007) The Practice of English Language Teaching, Harlow: Pearson
Longman.
Nuttall, C. (2005) Teaching reading skills in a foreign language, Oxford: Macmillan
Heineman.
Scrivener, J. (2011) Learning Teaching, Oxford: Macmillan Education.
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Worksheet
1) Read the following words and phrases from an article you are going to read and
answer:
What do you think the text will be about?
3) Match these words and phrases (1-8) from the text with their definitions (a-h).
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4) Read the following text and answer the questions:
a. How many parts can you identify?
b. Do you think the language is formal or informal? Why?
c. Is George giving an opinion? Is he giving reasons? Where?
Editor
Scarborough Mirror
Dear editor:
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