New lesson plan: Reading lesson TP5

Maryam Asker

Reading lesson TP5 - Pre intermediate level

Reading lesson TP5
Pre intermediate level

Description

This reading lesson introduces pre-intermediate learners to the topic of money in movies to develop reading skills such as reading for gist and specific information, while expanding money-related vocabulary. Students engage with a short text about how money is presented in films and discuss its messages through communicative activities that encourage critical thinking and speaking.

Materials

student book

Grammar Lesson

student book

Grammar Lesson

Main Aims

To provide gist, scan, detailed, deduction and inference reading practice using a text about MONEY MOVIES in the context of By the end of the lesson, students will be able to read and understand a text about money-related films, identifying the main ideas and specific details, and respond to the text by expressing opinions and making inferences.

Subsidiary Aims

To provide fluency and accuracy speaking practice in a MONEY MOVIES in the context of • To develop students’ skimming skills for gist reading. • To develop students’ scanning skills for specific information. • To practice speaking fluency through pair and group discussions. • To build students’ vocabulary awareness related to money, success, and life choices.

Procedure (35-47 minutes)

Warmer/Lead-in (3-5 minutes) • To set the lesson context, activate background knowledge, and engage students emotionally with the topic.

The teacher displays 2–3 images related to money and films ex: ( people getting rich, movie posters about success). • Students work in pairs and discuss the following questions: • What do these pictures have in common? • How do you think money affects people’s lives?” •The teacher conducts a whole-class feedback and focus on eliciting ideas without correcting language and focusing on meaning rather than accuracy. because this stage activates students and creates curiosity about the reading topic so making students more receptive to the text.

Pre-Reading (10-12 minutes) • To prepare students for the text and reduce potential comprehension difficulties.

The teacher asks students to look at the title and pictures in the text. • Students predict the content by answering: What do you think this text will be about? Do you think the text will be positive or negative about money? • The teacher elicits or pre-teaches essential vocabulary only (e.g. inherit, greedy, success), using simple definitions or examples. • Students read the reading questions first to understand the purpose of reading. Prediction and limited vocabulary support help students approach the text with confidence and a clear reading purpose. we can also ask the Ss to underline words they expect to see in the text, then check after reading.

While-Reading 1 (7-10 minutes) • To help students read for gist and identify general meaning. This stage develops skimming skills and prevents students from focusing on every word

Students read the text quickly and silently. T ask them to read the text and choose the best main idea for each paragraph.” Students compare answers in pairs. The teacher conducts whole-class feedback, asking students to justify answers using evidence from the text.

While-Reading 2 (5-7 minutes) • To develop detailed reading skills and encourage inference and deeper understanding. This stage is so important cause trains students to read beyond surface meaning and interpret the writer’s message.

Students read the text again more carefully. T asks the students to answer detailed comprehension questions ex: true/false - short answer - multiple choice. Then follow-up questions: What does the writer suggest about money? Which character’s attitude to money is more positive? Why? Students discuss answers in pairs, then share with the class.

Post-Reading (10-13 minutes) • To allow students to respond personally to the text and extend learning through speaking. and this stage personalizes the topic and moves from receptive to productive skills.

Students discuss in pairs or as a small group: Do you agree with the message of the text? Which film would you like to watch and why? teacher can make an optional task if there is more time he can ask the students to give a short spoken summary of the text in 2–3 sentences. The teacher provides content-based feedback, praising ideas and encouraging extended responses.