GAZİ UNIVERSITY

GAZİ EDUCATION FACULTY

ELT DEPARTMENT

TEACHING READING SKILL

DEMO

SUBMITTED TO
CEM BALÇIKANLI

SUBMITTED BY
EMİNE ÇETİN
080565030
303

ANKARA-2010
 CLASS/DATE: 303/18.10.2010
LEVEL OF LEARNER: INTERMEDIATE
LENGTH OF LESSON: 20 MINUTES
AIM OF THE LESSON: TO TEACH READING
MATERIALS: PICTURES, HANDOUTS, PUZZLE

Stage Aim of the Course description Materials Grouping Timing

stage
Pre-stage *to motivate T ask the students some Pictures Whole class 5’
students questions and then Ls
*to introduce answer them.
the topic
*to make
students more
interested in the
text.

First reading *to make LS Ls read the text quickly Handouts Individual 2’
stage understand the to check their answer is
Skimming overall meaging true or false.
of the text
* to grasp the
main gist
While stage *to focus on Ls read the text more Reading text Whole class 5’
Second details carefully, and do the
reading true-false exercise.
Vocabulary * to make Ls find the words of Puzzle Goup work 3’
unknown which descriptions are
vocabulary given in the puzzle.
clear
Post stage * to improve Ls play a game, make Cards Individual 5’
speaking skills up a stuation

APPENDIX I

1) What do you see in these pictures?

2) What do you understand from these pisture? What are the peaople trying to do?
3) Did you have any exams which you never forget? When did you have and what
happened? How was its result?
You are going to read a text. Before you read answer this question.

Exercise-1) What do you think the article might be about? Tick one of the boxes.

a) the rules of examination

b) what we should do when we prepare the exam
c) the importance of examination
d) the unnecessity of examination

2) Skim the article below and check your answer to exercise-1.

Now read the text more carefully, and then decide that the statement below the text
is true or false in exercise-3.

UNDER EXAMINATION
Jeremy Harris looks back on his experiences of
school exams.
It’s been years since I last did an exam, but the
memories of my O Levels* are stil disturbingly fresh. I
remember staying up all night before my maths exam,
trying to learn dozens of equations by heart. The next day I
avoided sitting next to my friends on the school bus and
refused to talk to anyone outside the exam hall in case they
made me forget everything I’ve learned. When the teacher finally allowed us to pick up our
pens, I immediately wrote down the equations in case I might need them during the exam. I
didn’t, of course, but I still have nightmares about the whole experiences.
Back then I never stopped to think if exams were good idea, but now that my twin
daughters are doing their GCSEs**, I am begining to wonder whether exams are actually
worth doing at all. Why do we still force kids to sit in an overheated gym and write until their
arms fall off?
Is a three- hour memory test really a good way to find out how much children know? Kids
always end up forgetting almost everything they learn at school anyway.( can you remember
the secon law of thermodynamics or who invented the light bulb? I thought not.) personally I
regret spending so much time at school learning things I’ve never needed to know since- and
these days you can find out everything on the internet anyway.
Of course, I still encourage my doughters to take their GCSEs seriously and I expect them
both to continue studying next year. Emily hopes to become a journalist and I’m trying to
persuade Julia to go to medical school. They are both very bright, but they find it hard to
concentrate. They usually study for half an hour and then stop to call their friends or watch
TV. However, we all know that qualifications help people get jobs, and a graduate in the UK
will earn nearly twice as much as someone who left school at 16. so I pretend to belive that
exams are good idea, and I always remember to wish my daughters luck before each one.
By the way, I did manage to pass my maths O Level, but since then nobody’s ever asked
me to do calculus or draw a graph. The way I see it, if you need to add up a few numbers, try
using a calculator. So maybe it’s time to stop testing how much children remember and teach
them to be better human beings instead.

*O Levels: exams that 16-year-olds in the UK took before 1988

** GCSE: exams that 16-year-olds in the UK take now
 3)Write the letter “T” if the sentence is true or write the letter “F” if the sentence is
false.

____ a) Jeremy didn’t want to talked friend or anyone around him after his exam becuse
he wanted to forget eveything about the exam.
____ b) He doesn’t want her daughters to enter their GCSE exam.
____ c) He thinks exams are not the only tool which evaluate children’s knowledge.
____ d) In the UK it is advantageus to graduate any university.
____ e) Jeremy’s daughters don’t want to go to university.

4) * What is the article’s topic? Where is the topic sentence?

* What is Jeremy’s opinion about examination? Do you agree or disagree?

VOCABULARY ACTIVITY
There are five expressions below. These are the meanings of five words from the
text. Try to guess the words from the context and find them in the puzzle.

* a statement, especially in mathematics, that two things are the same (paragh1) :.........
*a skill that you have, or an exam that you have passed that makes you suitable to do a
job etc (paragh 4):................
*to make someone do something or not do something, by arguing with them and
advising them(paragh4):....................
*to make believe that sth is true (paragh 5):................
*to feel sorry about sth you have done (paragh 3):..................

GAME TIME
Select a cards on which some statements are writen and then what would you do
if you are in this situation.