New lesson plan: Reading Lesson Plan

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Reading Lesson Plan - B2 level

Reading Lesson Plan
B2 level

Description

Main Aim: by the end of the lesson, students will have developed their reading for gist and specific information/detailed comprehension through a story about a slave who posted himself to freedom. Sub Aim: Ss will develop their oral fluency by discussing what probably happened before the story

Materials

No materials added to this plan yet.

Main Aims

To provide gist and detailed reading practice using a text about Escaping in the context of Escaping

Subsidiary Aims

To provide fluency speaking practice in a Discuss and share their ideas in the context of escaping

Procedure (36-48 minutes)

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

Teacher shows an image of someone coming out of the box. Asks: 1. Have you ever heard a crazy story someone escaping from somewhere? 2. Do you think a person can lock themselves in a box and survive?

Prediction (3-4 minutes) • Ex 1. Ss look at the picture and title, and discuss what might be happening in groups.

Teacher shows only the title and image of the reading text. Students discuss the following questions in groups: 1. ''Who do you think the man is?'' 2. ''Why he is in the box?'' 3. ''What happened before this photo was taken?'' 4. ''What about the other people?''

Pre-teach (6-8 minutes) • To prepare students for the text and could be blocking for the learners in either the text or the questions

For each word, teacher shows an image first to elicit meaning, then reveals the word with stress and IPA marked on the slide. Teacher drills pronunciation. Teacher starts with the word ''Freight'' and asks CCQs: ''Is this about people?'', ''Is this about items or boxes?'' Teacher drills the word first as a group then individual. Second word is ''Society (as in organization)'' Teacher follows the same pattern of eliciting and asks CCQs: ''Is this a group or just one person?'' and use drilling. Third word is ''Leaning over'' pharasal verb. Asks CCQ: ''Is he/she standing up straight?'' ''what he/she doing in the picture?'' ''he/she is leaning over'' then use drilling. Fourth word is ''gathered'' teacher follows the same pattern and asks: ''Are they alone?'' (no) ''are they in one place together?'' (yes) and use drilling. Final word is ''feat'' and teacher elicits the word by lead students to think while telling a story for them to imagine when someone climbs mount everest or runs for kilometres in a hot weather or soldiers fought for their freedom...this is a very impressive...? leaves it to students to guess and gives the word. Ask CCQs: Is feat something impressive? (yes), Is feat something easy to do? (no) Is cleaning your room a feat? (no), Do you need to have courage or skill to do that? (yes)

Reading for Gist (5-6 minutes) • Just to get the general idea of the text

Task: Read the text quickly. Why did the man post himself? Students read and check their ideas. Individual listening>peer check>WCFB

Reading for Detailed Comprehension – True or False (10-12 minutes) • To develop the chosen subskill by true or false activity.

Students read the text again to answer True or False questions. Students then check in pairs. WCFB after.

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

Ex. 2: Ss discuss the answers to questions 3&4 in groups and decide on the most likely answers. Teacher monitors students in BORs. Teacher tells learners that they will find out what really happened in the next lesson.

Feedback on Content (2-3 minutes) • To share interesting ideas from group discussion.

Groups share their ideas and decide on the most likely answers. Teacher ensures students that they will find out what really happened in the next lesson.

Delayed Error Correction (3-5 minutes) • To support students in identifying and correcting language errors in their speaking tasks.

Teacher highlights some good examples of language use as well as some incorrect examples; encourage the learners to correct those. Teacher anonymously writes 2-3 error on the board and asks the students to correct them.

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