New lesson plan: Reading and Vocabulary

Sanaz

Reading and Vocabulary - A2-B1 level

Reading and Vocabulary
A2-B1 level

Materials

AEF2, p.34, PP slides, reading text cut into sections, highlighters, a sample poster, colored pens

AEF2, p.34, PP slides, reading text cut into sections, highlighters, a sample poster, colored pens

Main Aims

By the end of the lesson, students will be able to identify the main idea and specific information in a reading text about lying on social media and use common adjectives ending in -ed and -ing to describe feelings and situations.

Subsidiary Aims

To activate students' prior knowledge about social media and personal experiences. To develop students' reading skills through gist and detailed reading tasks. To help students distinguish between adjectives describing feelings (-ed) and adjectives describing things or situations (-ing). To provide opportunities for students to use the target vocabulary in a short, creative writing task.

Procedure (146-186 minutes)

Lead-in (0-4 minutes) • To engage students, activate schemata and establish the context of the reading.

The T asks Ss whether they sometimes lie on social media or present their lives as happier or more exciting than they really are. Ss briefly share their opinions or experiences.

Blocking Vocabulary and prediction (4-7 minutes) • To remove a key barrier to comprehension without pre-teaching all the target adjectives.

The teacher displays short social media comments about a weekend, a vacation and daily experiences. Students identify familiar words and predict the topic of the reading. The teacher clarifies the blocking word getaway using a suitable example or picture, explaining that it means a short holiday or trip away from one's usual surroundings.

Jigsaw Reading (7-11 minutes) • To develop text awareness and introduce gist reading.

Ss receive the reading text cut into sections and work together to put the sections in the correct order. They then skim the complete text to identify its main idea.

Reading for Gist and Detail (11-16 minutes) • To check overall comprehension and develop the ability to locate specific information.

Ss read the text again and answer one gist question and two or three detail questions prepared by the T from the coursebook text. Ss compare answers briefly with a partner before checking them with the T.

Noticing - Adjectives Ending in -ed and -ing (16-19 minutes) • To encourage noticing of the target language in context before explicit clarification.

Ss check highlighted words on their papers to identify the target adjectives in the reading. The T elicits examples and writes them on the board.

Clarification of Meaning and Form (19-23 minutes) • To clarify meaning and form and prevent common errors.

Using examples from the reading, the T clarifies that -ed adjectives commonly describe how a person feels, while -ing adjectives describe the person or thing that causes the feeling. The T checks understanding through concept-checking questions and briefly highlights the adjective forms.

Controlled Practice (23-28 minutes) • To check accurate use of the target language before freer production.

Ss complete a short gap-fill exercise by choosing the correct -ed or -ing adjective. The T checks the answers and briefly addresses errors.

Freer Practice (28-38 minutes) • To encourage creative, meaningful use of the target vocabulary in writing.

The T displays a model and explains the task. Ss work collaboratively to create a short, fictional social media post about a weekend, a vacation or the previous day. They can exaggerate the story or make it sound more exciting than it really was.

Feedback and Lesson Closure (38-40 minutes)

To assess learning and consolidate the lesson.