Zeynep Zeynep

Module 3 / D-306 / Lesson Observation
Elementary (3rd -Time Repeaters) level

Description

In this lesson, students will develop their reading skills and expand their vocabulary related to study and academic life

Materials

Abc Empower-Elementary Course Book, Unit 2B(Pages 22-23), Handouts

Main Aims

  • By the end of the lesson, students will be able to understand the main ideas and specific details of a reading text about study habits.

Subsidiary Aims

  • By the end of the lesson, students will be able to understand and use basic vocabulary related to study and academic life.

Procedure

Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

1. Ask students, “What kinds of problems do university students have?” and try to elicit study-related ideas. (Possible answers : no sleep, no money, exams, teachers .. etc.) 2. Write the answers on the board 3. Say each problem and ask students to raise their hands if it applies to them. Focus on study-related problems.

Pre-Reading (6-9 minutes) • To prepare students for the text and make it accessible, remind them some vocabulary related to study, and also make the learning a bit fun

1. Show the students two photos (Hardworking Ahmet, Lazy Mehmet). 2. Introduce the people in the photos. 3. Ask the students to work in pairs. 4. Give each pair a handout containing cut-up and jumbled sentences describing the two people. 5. Give them 1–2 minutes to match each quality or habit with the correct person. 6. Show them the correct answers on the board 7. Change roles with the students: the teacher becomes a student, and the students become the teachers. 8. Ask the students to give advice to the lazy student (Lazy Zeynep). 9. Write “Do’s & Don’ts” on the board to help them organize their ideas.

While-Reading 1 (7-10 minutes) • To provide students with less challenging gist and specific information reading tasks

1. Ask the students to turn to page 22 in the book. 2. Have them read the text silently and match the photos (a, b, c) with the comments (exercise 1b). 3. Ask the students to work in pairs and ask each other the questions on exercise 1c related to the text for 2–3 minutes.

While-Reading 2 (7-12 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

1. Ask for volunteer students to read a paragraph aloud, one student per paragraph. 2. If no one volunteers, the teacher selects students to read. 3. After students finish reading aloud, ask them to underline or highlight words in the text related to studying. 4. Encourage students to work individually and check their answers later in pairs or with the teacher. 5. Walk around the class to monitor and assist students who may have difficulty identifying words. 6. Let them read the words

Post-Reading / Vocabulary (4-8 minutes) • To provide with an opportunity to expand on what they've learned and practice the use of study-related vocabulary.

1. Ask the students to look at the vocabulary exercise (2a) in the book. 2. As a whole class, ask them to match the underlined words with the photos (d–j). 3. Show the answers and check understanding. 4. Ask the students to stand up and conduct a class survey by asking each other the questions in the exercise. 5. Ask the students to do exercise 2c individually 6. Show the answers

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