I have chosen a reading text about ‘The ruins of Machu Picchu’ I think this text is quite suitable for the group I am teaching. However, Ss can develop good subskills e.i. scanning and skimming a text. It is definitely an interesting to develop with SS.
Lead-in. I will consider showing them a lovely picture of Edinburgh (old town) and another picture of a modern city and then tell them to imagine Edinburgh in 20 years’ time without its historical features i.e. the amazing Dean village or the marvellous Castel of Edinburgh. I will then ask them to discuss in pairs of what might be the advantage or disadvantages of the two situations. When they finish; we will debate on the advantages and disadvantages about the two pictures. I Might as well consider adding some words that are in the upcoming text and ask Ss to match the words with the correct picture and then find out the meanings afterwards or by conveying meanings and eliciting the words from Ss. I might consider some CCQs: such as: where can you find a modern hotel in the picture in an old or in modern city? (modern); which of the cities do you think tourist would likely go to in the old or modern city? (old) can you find a century old path in a modern city? (no) The pictures are arguably meant to provoke and to keep Ss attention on the upcoming topic, in addition to the aforementioned, this is also meant to increase awareness of how sometimes; technology and ancient features are not always a good combination. This is a receptive skill task and it can help Ss to get in touch with that knowledge. Ss can predict what the text is likely to be about and what they are going to see. (Harmer: The Practice of English Language Teaching). The next stage is quick reading exercise. Before giving the texts, I will tell Ss that they will be doing a reading task in which they will be asked to read as fast as possible maximum time is around (3minutes). This is a gist task, and it is often the easiest part because, it is meant to improve learners sub skills of scanning and skimming a text rather than searching for details. When they finish; I will give them a split text in 5 paragraphs and ask them to put the paragraphs in the correct other. They will then check and correct their answers afterwards.
Read for specific information: this time Ss will have to search for specific information. Here I do have two options to choose from: Synonym check i.e. looking for words with similar meanings.
1. I could give Ss few words that has similar meanings like in the test and ask them to look for their synonym in the text.
2. I can simply choose a WH question exercise which is definitely suitable for an Upper Intermediate class.
Example: WHICH/WHO/ WHAT/ WHEN/ WHAT/ WHY/ WHERE/ HOW/ see example of answers.
To make the task a bit challenging, I might ask the Ss to create their own questions with the WHQs listed above.
When they finish we can then start asking questions and getting answers.
Example: Group ask questions and Group B give the answers from text. This is definitely a good way of practising asking questions and giving answers in the following tenses: present simple/ past simple/ present continuous. Provided Input is comprehensible, Ss will gradually acquire more words and greater schematic knowledge which will, in turn, resolve many of the language difficulties Ss started out with. (Harmer: The Practice of English Language Teaching)