New lesson plan: Reading "My Trip to OZ!"

Beyza

Reading "My Trip to OZ!" - A2 level

Reading "My Trip to OZ!"
A2 level

Description

This is a 30-minute pre-intermediate reading lesson based on a diary/blog text called "My Trip to Oz!", in which a girl describes her first two days in Sydney, Australia. After a warm-up game and a short lead-in to activate interest in the topic, students are pre-taught key vocabulary needed to access the text. They then read the text twice: first for gist, to get a general understanding of what it's about, and then again for detail, answering comprehension questions in writing. The lesson finishes with a speaking follow-up task in which students discuss a time they visited a new place that felt different from home, giving them a chance to personalize the topic and produce language related to what they've read.

Materials

Slide

Reading Text

Worksheet #4

Worksheet #1

Woksheet #2

Worksheet #3

Slide

Reading Text

Worksheet #4

Worksheet #1

Woksheet #2

Worksheet #3

Main Aims

Students will be able to develop their ability to read for gist and read for specific detail in a personal narrative text.

Subsidiary Aims

Students will be able to talk about a personal travel experience using the text as a model.
Students will be able to understand and use key vocabulary (harbour, neighbourhood, arranged, attractive, unusual) needed to understand the text.

Procedure (23-29 minutes)

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

The teacher shows scrambled travel-related words on the slide (e.g., DYENYS, ILGFHT, etc.). Students work individually or in pairs to unscramble the words. They check the answers as a whole-class discussion. As a lead in, teacher asks the class: "Have you ever been on a long flight? How did you feel afterwards?" and "What do you know about Sydney, Australia?" Teacher shows the map on the text and elicits 2-3 quick ideas from students about what they might see/do there.

Pre-Reading/Listening (4-5 minutes) • To prepare students for the text and make it accessible

Teacher presents 5-6 key words (harbour, neighbourhood, arranged, attractive, unusual) and gives students a worksheet for them to match the vocabulary with their meaning. T tells ss to do pair-check with the person sitting next to them. The answers are reviewed through a whole-class discussion to ensure understanding and provide feedback.

While-Reading/Listening #1 (3-4 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Teacher gives instructions: "Read the text quickly. You have 2 minutes. Don't worry about every word. Choose the best answer: what is this text about?" Teacher checks instructions (ICQs: "Are you reading quickly or slowly?" "How many minutes?"). Students read the text individually and silently to decide what the text might be about. Teacher monitors but does not help with vocabulary. Teacher checks answers with the whole class, and asks "How do you know?" confirming quickly without long discussion.

While-Reading/Listening #2 (9-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Teacher gives instructions: "Now read again, more carefully, and answer these questions using details from the text. You have 5 minutes." Teacher hands out/displays the 3 detailed questions and checks instructions. Students read the text again more slowly and write short answers to the 3 detailed comprehension questions. Students discuss their answers in pairs first. Teacher then nominates students for whole-class feedback, confirms/corrects answers, and briefly clarifies any vocabulary that came up naturally during reading.

Post-Reading/Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In pairs, students discuss: "Tell your partner about a time you visited a new place that felt very different from home. What surprised you? What did you enjoy?" Teacher monitors and notes 2-3 good/incorrect sentences for brief delayed feedback at the end. Teacher writes 2-3 sentences from monitoring on the board and does quick error correction/praise to close the lesson.