sevim açıkgöz sevim açıkgöz

Reading lesson on double lives/avatars
Elementary level

Description

In this lesson, Ss will read a text about double lives/avatars. Since they may not be familiar with the term ''avatar'', T will show a picture of herself and her avatar at the same time. T also shows some questions on the board so that Ss can discuss them in groups for a few minutes. When they are finished discussing the questions, T will get some answers from the students and try to elicit the term ''avatar'' from them. Once they get familiar with the term avatar and the context, they will be working on some words that are useful for them to understand the text. This will take 5 minutes. After this stage, T will start giving some instructions saying that ''Now, we have two avatars here. This is Rebecca and this is Jose. Students are expected to predict which one works in a bank, which one drives a sports car etc. Once they are finished, they will work in pairs and check their answers. After checking their answers, They will see the reading text under their tables. Student A will read Rebecca's text and Student B will read Jose's text. This will be an answer key for them to check their answers. After this stage, Student As ands student Bs will work together and check their answers. After they are finished checking their answers, T wants them to work in pairs. Student A will be Rebecca and student B will be Jose. They will be given a set of questions. First, they need to complete the questions to ask them to each other. They will be working on their own while completing the questions. When they are finished, they will check their answers. T will elicit the anwers by nominating a student. After this part, they will start asking questions to each other to find some differences and similarities between each person in their real life and in their Second Life. T may give an example here as a demo. While they are talking, T monitors them and take some notes. When they are finished, the teacher thanks them and shows some errors on the board. T tries to elicit the correct version of the sentences from the students. When they correct the sentences, T starts getting feedback from the students. In the last stage of the lesson, T regroups them and give them two questions : Are Rebecca and Jose a good couple? What about LittleMe and Rex05?

Materials

Abc Speaking questions handout (Appendix E)
Abc Pre-teaching vocabulary- matching activity (Appendix B)
Abc PowerPoint Presentation (Appendix A)
Abc Reading text-Rebecca and Jose (Appendix D)
Abc Speakout Grammar Book (Appendix F)
Abc Prediction stage handout-Questions (Appendix C)

Main Aims

  • At the end of the lesson, Ss will be able to understand a reading text and give correct answers to the questions about it.

Subsidiary Aims

  • At the end of the lesson, Ss will be able to speak about the characters in the reading text and make comments on them.

Procedure

Lead-in (3-4 minutes) • To set the context and make the students get familiar with it.

T greets the students and wants them to look at the board. There are two pictures on the PPT she prepared. (See Appendix A) One of them is her own picture and the other one is an avatar of herself. There are some questions about the pictures. T wants the students to talk in groups and try to answer the questions. By doing this, T tries to elicit the word ''avatar''.

Pre-teaching vocabulary (4-5 minutes) • To teach students some words that they will see in the reading questions

T says that they are going to learn a few words because they are going to see those words in the reading text! T gives them 3 pictures and three words and wants them to match the correct pictures with the correct words.(See Appendix B) After students do the task, the teacher shows the answer key on the board and gives it as a handout as well.

Prediction (10-13 minutes) • To make the students answer the questions by looking at the photos of two people and their avatars

T shows the students two people and their avatars and tells them that there are some questions about these two people. (See Appendix C) Ss are going to look at the photos and answer the questions individually. T answers the first question as a demo. When they are finished, T wants them to work in pairs and check their answers. They will be working as Student A/Student B. Student A will read Rebecca's text and Student B will read Jose's text. (See Appendix D) They will check their answers. When they are finished, T regroups them. Student As will come together and Student Bs will come together,too. They will check their answers in groups.

Production stage- Speaking (10-13 minutes) • To make the students talk in pairs by answering the questions about the reading text.

T wants students to work in pairs again as Student A and Student B. Student A is Rebecca and Student B is Jose. They will complete the questions to ask each other. Students work individually and complete the questions. (See Appendix E) T nominates three people from each group and they come and write the questions on the board so that everyone can see the questions. After this, Ss will work in pairs,too. They will ask those questions each other to find three differences between each person in their real life and in their Second Life. (Demo needed here) An example may be like this: Rebecca works in a bank in her real life but she is a singer in her second life.

Wrap up stage (5-6 minutes) • to summarize what have been learned in class.

Students work with other students and discuss over some questions. Are Rebecca and Jose a good couple? What about Little Me and Rex05? T gives them some time to talk about it and when they are finished, T gets some answers from the students. They talk about Rebecca and Jose and their Second Life.

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