New lesson plan: Reading lesson

Ayşe Tolunay

Reading lesson - B1+ level

Reading lesson
B1+ level

Description

In this lesson students practice reading for gist, detail and deducing meaning from context in the context of whether you can believe what you read. After the lead-in, the first stage will be inital reading task followed by a detailed reading activity. If there's enough time, there'll be a vocabulary activity.

Materials

HOs

HOs

Main Aims

To give Ss practice in reading for gist, detail and deducing meaning from context, in the context of whether you can believe what you read.

Subsidiary Aims

To introduce/review and practice vocabulary to talk about facts and information. To give Ss practice in speaking for fluency.

Procedure (45-55 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Discuss the sources for getting information as a class - ask questions Find out how learners feel about the different sources

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

Elicit "wikipedia" Ask Ss what they know about wikipedia Ask Ss whether they trust it or not. Give HOs to the Ss and tell them to read the first sentence of the paragraph. Check understanding. Tell Ss to cover the story with a piece of paper or simply turn the back of the paper so that they won't read the rest. Pair/group up the students. And tell them to try to guess why several facts were wrong about Mike Scott. Get w/c FB from each pair.

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

Tell Ss to read the sub-headings given in exercise 2, page 8. Tell Ss to match the subheadings a-d to paragraphs 1-4. Clarify subheading if needed. Tell students to read the article as quickly as possible, and do the matching activity. Ss check with a partner. Take w/c FB, ask for justification.

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

Tell Ss to read the questions in exercise 3. Check understanding if needed. Tell Ss to re-read the article and find the answers in the article. Ss work alone at this part. Set the time but monitor closely. Don't rush to meet timing expectations. Ss check their answers in pairs/groups. They also discuss question 4 with their partners. Monitor and be available Take w/c feedback. Ask for justification. Deal with any issues.

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

If time, do exercise 4 on page 8. Tell Ss to read the instructions on page 8, exercise 4. Check understanding. Make sure they know the numbers next to the parts of speech show which paragraph the word can be found in. Then do the first one as an example w/c. Skip some if there's time for only some part of this exercise. Tell Ss to work in pairs. Take FB w/c. Check pronunciation. If time, drill when necessary. If time, do exercise 5.a on page 9. Tell Ss to read the questions and ask any words they are unsure about. Ss complete the questions and check in pairs/groups. Take w/c FB. If time, do exercise 5.b. Ss discuss their answers in groups. Monitor closely. Ask a student from each group to tell the class something interesting they found out, and feed back on any good or problematic language use from their discussions.