New lesson plan: Reading Lesson

Rodrigo

Reading Lesson - Upper intermediate level

Reading Lesson
Upper intermediate level

Description

In this Lesson, students will develop their reading skills for gist and for detail. The lesson will start with a led-in of 2 questions to activate their knowledge about the subject ,their top-down processing and engage the students in the subject. Then I will pre teach some vocabulary that may block student's understanding of the text. After that, we will do a quick reading for gist activity followed by a reading for detail activity. Once we finish that, we will do a speaking activity to give students the oportunity to respond to the topic of the text and we will end with correcting the mistakes they may make.

Materials

PowerPoint

Google docs activity for the Pre teaching vocabulary

Reading Text

Google forms activity reading for gist

Reading for detail activity

PowerPoint

Google docs activity for the Pre teaching vocabulary

Reading Text

Google forms activity reading for gist

Reading for detail activity

Main Aims

To enable students to practice their reading for gist and detail abilities in the context of a description of a book about quick thinking.

Subsidiary Aims

To enable students to practice their speaking skills in the context of the description of a book about quick thinking.

Procedure (41-49 minutes)

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

- Show learners an image of the book. Ask them, what do they think is about? 1 min - Learners talk about 2 questions of the topic. instructions, check instructions. (break out rooms). 2 min - Do you usually trust your instincts? Why/why not? - Have you ever made a good decision quickly? What happened? - Feedback 2 min

Pre-Reading/Listening (5-6 minutes) • To prepare students for the text and make it accessible

PRE teach vocavulary: 3 words 6 min - Present the words 3 min - recognise MFP to identify someone or something because you have seen, heard, or experienced them before - judgement " - responsible " -Activity: Google forms 2 min - Feedback 1 min At first I didn’t recognise her, but then I remembered it was Pepita my friend from highschool. Have I seen this person before? Do I know who this is? Was it easy to remember her? Instead of buying a phone, she used that money to start a new business and now she can buy a lot of phones, she has very good judgement. Did she make a choice? Was the choice smart? Responsible The new medicine is responsible for reducing the number of infections in the city. Did the medicine cause something to happen? Is the result a lower number of infections?

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Reading for GIST: 10 min - ex. 5a. Instructions, Check instructions. (google forms) 7 min - Break out rooms to check their answers. 2 min - Feedback 1 min

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

Reading for DETAIL 15 min - ex 5b. Instructions, Check instructions. (google forms) 10 min - check answers (break out rooms) 3 min - Feedback 2 min

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Post: 9 min - learners respond to the context of the text: (break out rooms). instructions, check instructions. 4 min Do you agree with Gladwell’s opinion about first impressions? Have you ever had a “Blink” moment — a good or bad decision made quickly? - Feedback 2 min - Delayed error correction 3 min