Jonathan Bull Jonathan Bull

What's on? - Reading Lesson (TP6)
Beginner - A1 level

Description

In this lesson, the students will prepare to read a text about things to do when going out in the form of a 'What's on?' section of a magazine/newspaper. In order to prepare, they will discuss some possible activities/places, how often they go to those places, and things/people they've seen in those places. While reading, they will scan for specific information and then answer detailed questions. After reading, they will rank the activities/places from most fun to least fun (1 to 9) as a group.

Materials

Abc Reading for detailed information - 'What's on?' - Questions
Abc Reading for detailed information - 'What's on?' - Answer Key
Abc 'What's on?' - Art & Entertainment - Reading Text
Abc Place/Activity photos
Abc Example sentences for the WB

Main Aims

  • To provide scan and detailed reading practice using a text about things to do in the context of going out

Subsidiary Aims

  • To provide fluency speaking practice in a things to do in the context of going out
  • To provide review, practice and clarification of adverbs of frequency & articles in the context of going out

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

*T points to the photos on the board (or shows them to the Ss) *T asks where the people are, using 'They're at..." *T points out that we say at 'the' theatre (like at 'the' cinema), but at 'a' concert, football match, etc.

Pre-Reading #1 (10-12 minutes) • To prepare students for the text and make it accessible

*T takes one or two photos and asks a few Ss whether they often, sometimes or never go there - T can model first and do some error correction by reformulation if necessary for further modeling. *Ss discuss how often they go to the places in pairs. *T posts the model sentences on the WB. *T tries to elicit that for when talking about habits/frequency, 'a' concert becomes concerts, etc, but 'the' theatre remains the same. *T elicits the form of the two types of sentences. *T drills for pronunciation.

Pre-Reading #2 (2-3 minutes) • To prepare students for the text and make it accessible

*T tells the Ss that they will now choose one of the places and think about the last time they went there, and who or what they saw there, and say how often they go there. *Ss talk about the places they saw in pairs. *T monitors for delayed EC FB. *T takes WCFB about what they heard, but EC will be delayed until after the Post-Reading exercise.

While-Reading #1 (5-7 minutes) • To provide students with less challenging information scanning reading task

*T chests the reading text and tries to elicit what it might be ('What's on?' section of a magazine or newspaper), also trying to elicit what kinds of things are found there (films, concerts, restaurants, sports matches, art shows, etc.) *T asks the Ss where they find out about such things (which may very well not be from a similar type of media) - but tells them that they will read about 'What's on' in Istanbul. *Before giving the text, T tells the Ss that they will read alone very quickly (about 30 seconds) and find: a club and a theatre and their names. *Ss check their answers in pairs. *Quick finishers write the names of the club and the theatre (Reina; Zorlu Center PSM) on the board - or T takes answers from the class and writes them for WCFB. *T clarifies, if necessary.

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

*T tells the Ss that they will now answer more detailed questions about the text. *Ss answer the questions individually. *Ss check their answers in pairs/groups. *T monitors, then gives the Ss the answer key. *Ss check their answers with the key. *T gives WCFB, concept checking the places and/or answers as necessary.

Post-Reading - Speaking for fluency (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

*Ss rank the places/activities from most fun (1) to least fun (9) in groups (there are boxes for writing the numbers next to the places/activities). *This is a task requiring negotiation, so they must also give reasons for their choices. *T monitors for delayed EC *T takes boards sentences for delayed EC, takes WCFB.

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