Sharareh Yaghoobi Sharareh Yaghoobi

Teaching Practice 2- Reading (Information about city)
Beginner, A1 level

Description

In this lesson, students will learn some new vocabulary about places in a city. They will also find out about some general facts about different countries in the world through a reading task and will get familiar with different cultures and life in three countries. Later in the session, after having read some texts and activated background knowledge, they will be producing language through speaking and writing tasks.

Materials

Abc Handout A2
Abc Handout A

Main Aims

  • To provide the students with information about different cultures in other countries using a reading passage which they will scan and read for details.

Subsidiary Aims

  • To assess the students' vocabulary resource for talking about the facilities in a city, and to add some items to it.

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

T introduces themselves just in case there are new students in the class. T writes the following on the board: " apple, cat, banana, dog". T elicits "match, make 2 pairs. T shows the Ss HO A to the students asking them to match. T ICQs using "Are you going to make a sentence?". T gives them the HOs, puts them in pairs and asks them to pair similar words in 2 minutes. Peer check and WC eliciting follow. T elicits an answer using a "No Smoking" sign, saying "What is this?". T elicits an answer using a "Parking" sign, saying "What is this?" T writes "Signs/ Symbols" on the board. Then she shows some printed symbols (HO A2) to the students together with a set of names and asks the Ss to match the names and the symbols. T then puts Ss in pairs, ICQs using questions like "Will you work alone or together?" and "What are you going to do? Write?". Then T hands each pair a set of symbols and a set of names and asks them to start telling them they have two minutes for this activity. T asks Ss to stand up and check the answers other pairs have come up with. T puts the symbols on the board and elicits answers from WC.

Pre-Reading (5-10 minutes) • To prepare students for the text and make it accessible

T writes "What places are open and closed after 2 a.m. in Istanbul?", shows handout B to the students, puts them in groups and asks them to write what they think in the table. T ICQs using questions like "Are you going to work alone?", "Are you going to write?". T hands them handout B and tells them to fill it. T reminds them they have only 2 minutes. When two minutes is over, T asks Ss to exchange their papers with the group next to them to see if they can add more. This task will take another 2 minutes. T elicits some answers from WC once the time is up. T then pre-teaches some new vocabulary from the reading: "until", "Holiday", "a few". T puts these vocabulary on the board using eliciting, providing examples and, as a last resort, providing them with their meanings.

Reading for the gist (3-5 minutes) • To provide students with less challenging gist and specific information reading tasks

T puts the following question on the board: "Where can you go shopping at night?". T shows the student handout C, tells the Ss that they should read fast and answer the question and that they should read alone. T ICQs using questions like "Are you going to read slowly?", "Are you going to read with a friend?", and "How many questions are you going to answer?". T hands them the paper and asks them to do it telling them they have 3 minutes. Once the time is up, T asks the students to check their answers in pairs. T then elicits the answer from WC.

Reading for details (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T will Show HO D to the Ss, tell them to read the passage slowly this time and write names of countries beside the sentences. T will model an example saying "Most shops are closed on Sunday. Greece? Japan?". T will ICQ WC asking "Are you going to write the names of shops? What are you going to write?". T will give HO D to the Ss and tell them they have 3 minutes to complete the task. They will peer check, then the T elicits WC. T will write the following sentence on the board. "This is a Japanese class.". T will elicit T or F WC. T will put the Ss in groups, show them HO E 1-3 which consists of different sets of questions, and tell them to read, check true or false in 3 minutes. T will ask them to pass their papers to the nearest group and ask them to check the answers. They have another 2 minutes for this task. Later, T will elicit the answers WC.

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

T shows HO F to the students, asking them to complete the sentences about Istanbul alone in 3 minutes. T ICQs using "Are you going to work together? Are you going to listen?". T gives them the HOs and asks them to do it individually. Once Ss are done, T asks them to compare answers in pairs and then elicits some from QW.

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