Zeinab Nabil Zeinab Nabil

Reading
intermediate level

Description

In this lesson, learners focus on receptive skills of reading and sub skills gist reading and reading for details and as out the class will have a productive skill of speaking. There are three stages for this reading lesson: pre- reading while reading and post reading. The lesson starts with a lead in activity and teacher introduce the topic to the SS by asking some questions and show them a video. The lead in is followed by pre- teaching necessary vocabulary from the reading text (pre-reading).Then I will give them a gist task (deciding which title fits the text) and they will read for 2 minutes only. After that I will give them a more detailed reading task, and they have to answer the questions I give them on a paper. Then in pairs they compare. Feedback.

Materials

Abc classical music
Abc picture of Emma Bunton
Abc pictures of family and friends eating food
Abc pictures of family and friends eating food
Abc picture of Emma Bunton
Abc classical music
Abc teacher's handouts
Abc inside- out HO

Main Aims

  • To provide a gist, scan and detailed reading practice, as well as speaking and comprehension, using a text about memories of food. We will do this through a pre-reading activity (gist read),a while reading and a post reading activity.

Subsidiary Aims

  • To provide clarification and usage of some vocabulary and expressions
  • To provide speaking fluency in a free discussion in real life .

Procedure

Warmer/Lead-in (0-5 minutes) • To set lesson context and engage students

1. Teacher greets the students. 2. Teacher tells students that he is going to show them a picture and answer question;" what do they think the pictures are speaking about?"3. Teacher tells students that they had 2 minutes to think of the idea of these pictures.4. Teacher asks ICQs , " are you gonna read questions or see pictures?","Is it more than one picture?"," Are you gonna do this alone or with your partner?"5. the teacher have feed back from the leader of the group 6.Teacher asks the students " How do you think food and memories with friends and family are related?" ," what food means to you, what does it related to?" do you remember a certain kind of food that your mother or father or even granny used to cook especially for you?

Pre-Reading/Listening (6-10 minutes) • To prepare students for the text and make it accessible

1.T Show the students a photo of Emma Bunton 2. ask them, " do you know the girl in this photo ?"What do you think she is?"3.The teacher make it easier by showing them another picture and asks them about here job." now what do you think her job is?,"Is she a famous person?", " can you figure out anything about her?"4. the teacher plays a short song for her.

pre-teaching vocabulary (10-15 minutes) • To clarify block words from the reading texts for the comprehension of the passage and the context.

1. Teacher tries to elicit block words from students. 2. Teacher give students a hand out to clarify words.3. the teacher tells SS "you are going to read the sentences and find the word or phrase which gives the meaning of the word in bold you have two minutes starting from now" 4. The teacher asks ICQs ,"are you gonna work alone or in group first?," how long would you have to do this task? When they finish the activity the teacher gives them the answer key and tells them "swap your papers with other pairs to check your answers".5. the teacher asks SS to put the paper upside down and drill some of the words before writing them on the board to show their stress.

While-Reading/Listening #1 (15-18 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

1. T tells ss "I have folded the title of the passage and I want you to guess this title. and the one who has the nearest answer wins" 2. then list three kinds of her favorite food as a child?", " you have a minute to do this" 3. T asks SS ICQs "So are you gonna be looking to the passage for a long time or short time?"," do you think you are gonna do this alone or with your partner?"4.Teacher says," now let's check together and the one who has the nearest title to the original wins","now unfold the title to find who wins". 5. the teacher shows them picture of her favorite food .

While-Reading/Listening #2 (16-20 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1.T "Now I want you to read thoroughly and answer the following questions then correct the false answers" , "you have three minutes starting now "2. T asks ICQs,"Now are you gonna read the passage for a long time or short time?"," how long are you gonna do this?","are you gonna discuss with your partner?","are you gonna read every detail or just a quick look?"then ," now discuss the answer with your partner" .3. the FDB,"OK guys let's check together."

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T ," Imagine you are an interviewer and your partner is a famous person and you are asking him about his food memories with family or friends. Then tell me your report.As a reporter you have a minute to think of questions.", "Now tell me your report.

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