Zeliha Karga Zeliha Karga

Teaching Practice 2
Beginner level

Description

Students will read for gist and specific information about family members

Materials

Abc A3 size papers and some small colorful papers
Abc Student's book
Abc Reading text

Main Aims

  • To provide gist and detailed reading practice using a text about a person in the context of family

Subsidiary Aims

  • To provide practice of possessive adjectives 'my, our, your' in the context of family

Procedure

Lead-in (3-4 minutes) • To set the context of family and engage students

Remind the character 'Annie' from the previous lesson and ask them to tell the names of people in Annie's family and her relation with those people. While eliciting answers from Ss, draw a circle on the board and write the word family in big letters in the circle and write the words Ss throw around the circle.

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

Get Ss look at the photos and tell about what they see. Ask some questions about the picture and elicit answers: ' Who are they?' 'What are their names?' 'Are they family or friends?' 'What are their jobs?' 'What's the best title?' (Don't forget to explain the word 'title' by drawing on the board)

While-Reading #1 (10-12 minutes) • To provide students with a gist reading task

-Let Ss read the text individually and complete the chart in ex.1 (don't forget to explain the word 'complete' by showing on the board') ICQ1 - Are you listening or reading the text?Reading. -Ask them to work in pairs and discuss their answers. ICQ2- Are you writing or checking answers together?Checking the answers. -Split the Ss into 4 or 5 groups by giving small colorful papers and ask the Ss having the same color come together in one corner. -Let them write their answers on papers on the wall and check them in groups ICQ3- Will you sit or go to the corners?Go to the corners. ICQ4- Will you write and check your answers?Yes. - Let them walk around and check other groups' answers -Let them have a seat and look at the groups' papers together checking the answers.

While-Reading #2 (10-12 minutes) • To provide students with a detailed reading task to find specific information

-Let Ss read the text again individually and complete the sentences in ex.2 ICQ1- Are you listening or reading the text?-Reading. -Ask them to work in pairs and discuss their answers. ICQ2- Are you writing or checking answers together?-Checking the answers. -Split the Ss into 4 or 5 groups again but this time in different groups by giving small colorful papers and ask the Ss having the same color come together in one corner. -Let them write their answers on papers on the wall and check them in groups ICQ3- Will you sit or go to the corners?-Go to the corners. ICQ4- Will you write and check your answers?-Yes. - Let them walk around and check other groups' answers -Let them have a seat and look at the groups' papers together checking the answers.

Post-Reading (8-10 minutes) • To provide with an opportunity expand on what they've learned

-Demonstrate the activity by writing the names of your family on the board (Write the prompts on the board and let Ss ask you the Qs) 'Who is ...?' 'How old is ...?' 'What's ... job?' - Ask Ss to write the names of the people in their family. ICQ- Will you write your friends' name ? -No. -Let them stand up and mingle in the class to ask and answer Qs about their family. ICQ- Will you sit or stand up? Stand up. Will you ask and answer about your family? Yes.

Language Practice 1 (6-7 minutes) • To provide a controlled written practice about posessive adjectives 'my,your,our'

-Remind Ss about 'my,your,our' and elicit from them. I'm Zeliha. My father is Imran. You're a student. Your teacher is Zeliha. We're a family. Our house is in California. - Provide Ss with HO of the ex. 4 and ask them to complete the sentences and check the answers in pairs. ICQ1- Are you listening to sentences? - No ICQ2- Will you check the answers with your friend?- Yes. -Let Ss come to the board and write their answers and check as a whole class.

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