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Reading - B1 level

Reading
B1 level

Description

A 30-minute B1 reading lesson focusing on reading for gist and detail in the context of travel. The lesson includes vocabulary preparation, prediction, guided reading and a differentiated post-reading task, ending with an exit ticket.

Materials

Course Book

Power Point Presentation

Crowd Part Guessing Game

Course Book

Power Point Presentation

Crowd Part Guessing Game

Main Aims

To develop students' reading skills by reading for gist and specific information in the context of travelling in Sydney.

Subsidiary Aims

To expand students' topic-related vocabulary and provide opportunities for meaningful spoken interaction before and after reading.

Procedure (22-30 minutes)

Lead-in (2-3 minutes) • To set lesson context, engage students and activate interest using an interactive, fun gamified activtity.

Teacher asks students to join the emoji guessing game via QR using their mobile phones. Students answer five short questions by guessing the name of the city from emojis. After the final question, teacher briefly links the game to today's lesson by revealing Sydney as the lesson topic.

Warm-up (1-2 minutes) • To activate learners' background knowledge and prepare them for the reading topic.

Teacher displays two pictures related to travelling and Sydney. Teacher asks guiding questions such as "What is happening in this picture?", "Where do you think this place is?" and "Would you like to visit there? Why?"

Pre-Reading (5-6 minutes) • To prepare students for the text and make it accessible, to clarify blocking vocabulary before reading.

Teacher introduces six target vocabulary items using visuals, example sentences and, where appropriate, synonyms. Teacher checks meaning after presenting each word by asking concept checking questions (CCQs). Teacher encourages students to answer orally and provides clarification when necessary.

Pre-Reading #2 (1-2 minutes) • To encourage prediction and establish a purpose for reading.

Teacher asks students to look at the title of the reading and predict what the text will be about. Teacher then directs students to Activity 2A and asks them to read the list of topics before reading. Students are instructed to tick the topics they think will appear while they read the text. ICQs: "Are you answering the questions now?" (No.) "Are you looking for which topics are mentioned?" (Yes.)

Reading For Gist (4-5 minutes) • To provide students with less challenging gist and specific information reading tasks.

Teacher gives students approximately five minutes to read the text individually. Students focus only on identifying which topics are mentioned in the reading and complete Activity 2A. After reading, students compare their answers with a partner before whole-class feedback. Teacher checks answers with the class.

Reading For Detail (5-6 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks.

Teacher directs students to Activity 2B and asks them to read the questions before reading again. Students reread the text more carefully and identify what the writer says about each topic. They make brief notes while reading. If necessary, teacher chunks the text into smaller sections and guides students through each part. Students compare answers with a partner before whole-class feedback. Teacher checks answers and clarifies any misunderstandings.

Post-Reading (4-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned, to personalise and consolidate understanding of the reading text.

Teacher presents two task options and explains that students choose only one. Option 1: Write one sentence summarising each day of Lucila's trip. Option 2: Recommend two places from Lucila's trip to a tourist and explain why they should visit them. Sentence starters are available to support learners. Students complete the task individually or discuss ideas with a partner before writing. Teacher monitors closely, providing support when necessary without interrupting communication.

Exit Ticket (0-1 minutes) • To encourage reflection and check learning outcomes.

Before leaving for the break, teacher asks each student to share one thing they learned during today's lesson. Students respond orally using the prompt: "One thing I learned today is..." Teacher thanks students and closes the lesson.