Reading - Learning to talk- ( Vocabulary and speaking)
Upper intermediate level
To provide students with a set of reading skills that they can use to approach written texts through the context of '' Learning to talk''
To provide students with new language items and foster their speaking skills through the same context
Procedure (45-55 minutes)
The teacher greets his students and welcomes them to class again, the teacher proceeds by sticking two pictures on the white board, these two pictures are about a baby and a small kid who are learning to talk and use language for the first time. To make the pictures clearer, the teacher sticks six strips of papers that he already made on the whiteboard. These strips contain different language chunks used by a child when first introduced to language. ( Mummy- I no want't ...). The teacher elicits key words from the pictures presented on the white-board to set the context for the lesson. The teacher pairs up students and ask them to order the language chunks from youngest to oldest. The teacher gets feedback then moves to the next activity
The teacher gives instructions about the next activity, students will have to find their group and match the vocabulary with the corresponding definition so as to pre-teach some vocabulary. The teacher pairs up students by nominating two groups in the classroom '' Wonderful group Vs Amazing group''. Students find their group and start working, the teacher sets a time limit and the first group to finish, will be designated as the winning team to motivate students and create positive competition. The teacher gives written feedback -Answer key- to each student so that they can go over their answers afterwards. The teacher gives instructions about the next activity and get students back to their seats.
The teacher gives instructions about the next activity, the teacher gives students the reading passage with a gist task. Students will have to skim the text and go over it quickly and match the titles with the paragraphs. Students will have to choose a title for each paragraph in the text, the titles are made of key words that students can easily spot through quick reading. The teacher sets a time limit for the activity. When students finish, the teacher asks them to compare their answers then gets whole class feedback and moves to the next activity.
The teacher instructs his students about the next activity, The teacher asks students to read the text thoroughly this time and with great attention, then he gives them five comprehension questions that they have to answer based on the reading passage. The teacher sets a time limit while students are on task, when time is over, the teacher asks students to peer check their answers and then gives written feedback in the form of an answer key to the comprehension questions. The teacher gives instructions about the next activity, students will be asked to turn over the reading passage, the teacher gives students five sentences from the text which all have one error in word order, students will be asked to correct the error without looking back at the text. When students finish, the teacher gets quick feed back and moves to the next activity.
The teacher pairs up students and give instructions about the activity. In their pairs, students ask each other questions and should instantly respond using some language items they have learnt. Students take turns asking and answering the questions and are encouraged to mingle with different class members. The teacher sets a time limit for the speaking activity. When time is over, the teacher gets quick feedback and wraps up the lesson and greets his students