Name: • 03 Aug 2020 • CELTA - Fact or Fiction TP1

Description
In this lesson Students will learn about intercultural experiences by reading for gist, detail and deducing meaning from a context of "whether you can belive what you read" whilst introducing
or reviewing vocabulary to talk aboit facts and information and speaking for fluency.

Main Aims
To provide gist and deduction reading practice using a text about Fact or Fiction "Can you belive what you read" in the context of facts or information.

Sub Aims
To provide fluency speaking practice in a coverstaion or discussion in the context of Facts and information from within the reading text or discussing personal experience

Background

Class Profile
Ss are an intermediate class with a wide range of level and ability ranging from Ss willing and able to participate fully in activities, whilst some Ss display a weakness in simple use of "he /
she" and difficulty with pronunciation of spoken language as well as understanding instructions.

Assumptions
The Ss should be able to tell Fact from fiction, they had taken part in a previous activity "2 truths and a lie" most Ss were able to provide or distinguish from a lie and the truth, so should
be able to maintain this throighout the task. Most Ss appear compitent in reading and participating within a group context.

Personal Aims
In this lesson I intend to develop providing clear instructions and facilitating a reading activity which I have previously felt weak within my normal practice as a teacher.

Timetable Fit
As the first activity I am providing the warmer and context for the remaining lessons, so need to ensure the context remains clear and provides flow to my other colleugues lessons, 45
minuets has been provided for this session which should be enough time to complete the tasks within normal circumstances.

Anticipated Problems & Solutions

Potential problem:
a) being understood by some of the weaker Ss so that they still feel apart of the lesson and feel they are able to take part
Solution:, Repeat instructions, provide plenty of examples and demonstarte any tasks where possible.
b) Going off target / context Ss may have lots to discuss and add to the topic as it is a current topic which may lead us off task or provide indepth conversation which may take up time for
other activities.
Solution: Maintain times, set clear timescales, move Ss on in their tasks and activities provide opportunity for discussion in a later part of the lesson time permitting.

Materials
Reading #1 (English Unlimited Intermediate Ss Bk u 1.2 Pp 8-9)
Pre Reading
Warmer (Google Images )

Please see the following page for the lesson procedure

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Name: • 03 Aug 2020 • CELTA - Fact or Fiction TP1

Interaction
Stage Procedure Materials Time Comment
Pattern
Warmer/Lead-in Pictures of newspapers, Magazines, web pages, books, advertisiements, Encyclopedias,
To set lesson context and Pictures of people etc
engage students Pictures will be posted around the room,
T - Qu What do the pictures tell us?
What do the items in the pictures give us?
Are there any other things where we can get information from? T-S, S-T 3-5
Board Blast - Answers to questions
Show Trump Picture (covering fake news)
T - Qu What has this man been talking about alot recently? (slowly uncover tagline to elicit
information or support Ss)
Qu - what sources do you think gives factual information ?

Pre-Reading
Write the articles title on the board ... ask Ss as a group what they think the article could be
To prepare students for
about Ss to write their possible answers on a piece of paper Ss-Ss 10 - 12
the text and make it
Feedback their ideas to the class selelct a Ss to write the answers on the board
accessible

While-Reading #1 Provide the Ss with subheadings on a piece of paper provide an oportunity for them to
Exercise read the subheadings and discuss them with their partners to self correct or gain an
To provide students with understanding of the headings.
less challenging gist and Explain to Ss that they are going to read the article quickly and choose which heading best 10 - 12
specific information goes with which paragraph.
reading/listening tasks Provide Ss reading article and provide a 5 minute time limit.
In pairs Ss check their answers then Fb to the class group

While-Reading #2 Provide Ss the questions (3) on paper allow Ss to look at the questions and see if they can
To provide students with answer any of them with anything they might remember. (Pairs)
more challenging detailed, Provide reading time for more detailed reading of about 8-10 mins.(individual) 14 - 16
deduction and inference Ss in Pairs check their answers
reading/listening tasks W/C Feedback

While-Reading #3 Explain to Ss as a whole class example one of the activities in exercise 4 (taking care to
Deduction note the numbers match the paragraph number within the reading text), then in small
To allow students to gain groups ask Ss to complete the questions,.
an Ss then in pairs peer check the answers
understanding/meaning of FB - Write the sentences on the board (or project the sentences) ask a Ss at random to
-
new vocabulary learnt complete each sentence one by one.
within the text. To check meaning of new words / vocabulary ask Ss to create a sentence using the new
word.
For example: Reliable a Ss could give a sentence like my new car is more reliable than my
old one.
 Interaction
Stage Procedure Materials Time Comment
Pattern
Post-Reading Speaking Activity 5 - Ss are given the questions while other Ss are given answers to
To provide with an complete the blanks, Ss mingle sharing the answers then asking and answering the
opportunity to respond to questions to ensure a bit of personalisation.
the text and expand on Feedback Ss provide the answers questions and tell the WG an answer that they 8 - 10
what they've learned remember to the questions from otehr Ss or an unusual answer that they were given in the
ask and answer question stage.

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