Soumia Sayah Soumia Sayah

Soumia Sayah 16/12/2016, Week4, TP8, lesson length 45mins, lesson type: reading.
A1 level

Description

Students will read some passages presenting data about three people talking about their family, education, work and ambitions using visuals. Then it will be a jigsaw reading with two tasks to know more about them, the first task is skimming and the second one is scanning for some specific information, all this will come with different interaction patterns (S, PW,GW ..) then moving to group discussions. SS will summarize and listen what they read to each other, afterwards they are going to use the expressions they learned or they probably already knew them in the text by talking about themselves with a partner to focus on their fluency.

Materials

Abc Answer keys
Abc PowerPoint
Abc White-board
Abc Pictures,
Abc Talking about you, activities n°5-6-7
Abc Activity n°4
Abc Activity3
Abc Text3
Abc Text2
Abc Text1

Main Aims

  • To provide gist, scan, deduction and inference reading practice using a text about three people talking about their family, education, work and ambitions in the context of Life's big events

Subsidiary Aims

  • To provide fluency speaking practice in a conversation about their family, education, work and ambitions in the context of Life's big events.

Procedure

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

To set and make the context more engaging, The teacher projects a timeline about his "life's big events" (only years: 1993-1998-2015-2016-2017) and tells the students that it is his life. Then teacher tries to elicit information according to the years that are written on the timeline by asking them this following question: "Can you guess what happened in these times?" T gives students hints while eliciting to use if they're stuck " birth " to elicit "was born " - " maybe school" - " to elicit " went to school " .. university " studied at university" ... marriage to elicit "got married" etc ...

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

In this stage the T sticks pictures of three people " Milena Dusek, Georg Reinhardt, Archie McCrae and ask them to look at them and PREDICT who they are, T gets the sts to talk in pairs for two minutes and then Ss try to guess their life's big events. T writes the info on the WB, this part will let the sts know who they will read about. After that, T pre-teaches vocab >> 1- Czech - Glasgow - banking - hope - look forward and train. T does not want to pre-teach all the vocabulary, in order not to have a high TTT and T wants the class to be S-centered Teacher writes the words on the WB then MFPs and drills the words

While-Reading #1 (9-11 minutes) • To provide students with less challenging gist and specific information reading/ task

After having the ss to guess and getting them engaged and curious about the three people in the pictures, here it comes the jigsaw reading from Headway beginners P109. T regroups the sts using coloured strips paper to three groups and asks them to read INDIVIDUALLY the texts quickly 3mins ( they have different texts) TO FIND out about the person's past, present and future. First, each group should be divided into 2 pairs, teacher gives each one a copy of the text they should read, another copy with the activity and the answer key(face-down) they first work in pairs to do the activity for another 4mins, then they pair-check with the same group for 3 mins as well. At the same time the teacher monitors and gives feedback to each group INDIVIDUALLY. PS: Teacher does that with the three groups.

While-Reading#2 (7-9 minutes) • To provide students with more challenging detailed, deduction and inference reading task

In this stage, Teacher gives students two minutes to read the questions, in order to deal with any queries. Then teacher gets them to work in their groups to read the text again and answer the questions (activity n°4 P108), this activity is to make the students use what they saw in the pre-teaching stage for example: where/when were Milena, Georg or Archie born ? etc .. T reminds the students to note down the answers to each one then peer check. T monitors and helps as necessary.

While-Reading #3 (5-7 minutes) • To provide a summary of each text to the students and listening.

At this stage, T will re-group the sts, making sure there is an A, B, and C student in each new group. The task is to get the students tell each other about the character they read about, to compare and swap information. T should give CLEAR and SIMPLE instructions and ICQs. T monitors and helps. Also checks for correct use of vocabulary and tense, notes down any common errors, but T feed backs on them at a later stage.

Post-Reading (10-12 minutes) • To provide the sts with an opportunity to respond to the text and expand on what they've learned

At this final stage, T will put the sts in pairs and ask them to underline the expressions that Melina, Georg and Archie used to talk about themselves in the past, the present and the future for example: I was born, I go to school and excited about going to etc (ex n°5) The ICQs should be very clear for the sts .. then t checks the answers. Afterwards, T tells the students to write sentences about themselves , drawing from the expressions in exercise 5 and facts about their own past, present and future. Then they should ASK and ANSWER each other about their year/place born, family, education, work, marriage, plans/ambitions. T asks to work in pairs, with a new partner better be so the roleplay feels authentic. T sets up the classroom to resemble a party by rearranging the furniture playing music etc .. T monitors and checks, helps as necessary, notes errors in the use of tenses and question formation, but doesn't feed back on them until after the roleplay. FB and error correction

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