Ahmed Samy Ibrahim Abdelrahman Ahmed Samy Ibrahim Abdelrahman

Ghost-hunting weekend story
Upper Intermediate, B2 level

Description

In this lesson, Ss get to practice he different reading sub skills through a reading text that it is based on a story about a ghost-hunting weekend. The lesson starts with a short discussion about how often we see ghosts and whether we believe in them or not, followed by a headings-match activity where Ss match some proposed headings to the paragraphs in the reading text and then a reading for specific information activity. Finally, Ss work in pairs to discuss the story and whether they believe the place was haunted or not.

Materials

Abc Idioms definitions match handout
Abc True or false handout
Abc Headings match handout
Abc Short video clip
Abc Pictures

Main Aims

  • By the end of the lesson, Ss will have practiced gist, scan and deduction reading using a text about story in the context of ghost-hunting weekend.

Subsidiary Aims

  • To provide clarification of idioms in the context of ghost-hunting weekend.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and generate interest in the topic of the lesson

T Plays a short video clip and then asks Ss to describe what they have just seen. T projects the questions from the Ss book, p98 and asks the Ss to discuss it in pairs. T does some feedback and check if there was any interesting findings.

Pre-Reading (3-5 minutes) • To prepare students for the text and pre-teach any key lexis needed to help students understand the text.

T projects some visuals and tries to elicits the meaning of the key lexis in the reading text by asking some CCQs.

While-Reading #1 (5-7 minutes) • To provide students with less challenging gist reading tasks (skimming ) to help them get an overview of the text.

T hands each S a sheet which includes 5 paragraphs and 5 headings and then asks Ss to match these paragraphs with the best headings to describe it. T asks Ss to work alone and sets a time limit of 3 minutes. T asks Ss to check their answers in pairs and then nominates some of them to give out the answers.

While-Reading #2 (5-7 minutes) • To provide practice in reading for specific information (scanning) to familiarise studnets with the text.

T hands each S a sheet (self made) and asks Ss to answer these questions alone. T sets a time limit of 3 minutes and then asks Ss to compare answers in pairs. T projects the answer key on the WB and clarify any inconsistent answers.

While-Reading #3 (6-8 minutes) • To provide students with more challenging detailed reading tasks to help them understand the text in depth.

T hands each S a sheet including the questions from the Ss book,p98,ex2c and asks the Ss to answer these questions alone. T explains the exercise and sets a time limit of 4 minutes. T asks Ss to check answers in pairs and then nominate some of them to give out the answers.

While-reading #4 (5-7 minutes) • To provide pratice in reading for deduction and help studnets work out the meaning of the main idioms in the text from the context.

T hands each S a sheet including the questions from the Ss book, p98, ex3a and asks Ss to answer them alone. T explains the exercise and sets a time limit of 4 minutes. T asks Ss to compare answers in pairs and then projects the answer key on the WB.

Post-Reading (5-7 minutes) • To develop oral fluency on the topic and help students personalize the topic.

T projects ex2d from the Ss book, p98 and asks Ss to work in pairs and discuss the questions. T sets a time limit of 3 minutes and then does some feedback by asking some Ss about their opinions on the text.

Web site designed by: Nikue