The students will read for the gist and for detailed comprehension of the text.
To provide an opportunity for the students to speak about naps and MetroNaps.
Procedure (49-60 minutes)
I start my class by acting out as if I am at school during working hours and feel so tired that I need some rest. Then, I ask the students if you are at work and you feel tired, what do you need? I will elicit from them that they may need to have a short sleep. This short sleep is called nap. I will write the word on the board and make sure they understand its meaning.
Prediction Task: I ask the students to predict what the text is about. The students look at the picture, the title and go through the text quickly to answer the question: what is the text about? Pre-teach Vocabulary: I present the blockers on the board and use some flash cards to show the students the meaning of them. These words are: busy, quiet, relaxing, relaxed and stressed. I will present them through examples and miming.
Reading for gist: The students will read the text quickly and silently to answer questions 1 and 2. They will check their answers in pairs. While they read, I go through the class to make sure they read and to help the students who need extra help. Reading for specific information: The students read the text again quickly to answer Ex.3. I will read the questions with them first and make sure they know them. Then, the students read silently and quickly to underline the answers of these questions in the text. While they read, I will check their performance and help those who need help. after they read the text, they will discuss their answers in pairs. In the end, I write the answers to the questions on the board and let them check their answers.
Reading for detail: The students read the text to answer Ex.4. This time they will read more carefully to arrange the sentences correctly. I provide them with ICQs to make sure they know what to do. after reading, the students will discuss their answers in pairs. In the end, I write down the answers on the board check their answers. Reading for Inference: Do you think Will Cotton is happy? Why? The students read to find answer to this question. They will do this activity in pairs A and B. A is to ask while B is to answer. Then, they discuss their answers in pairs.
The students will work in pairs to ask and answer questions about naps and the MetroNap. I will make a model first. Then, they will work in pairs to follow the model. While they work, `i will go through the class to check and guide them in case they need help.
The Students will write down a short paragraphs about MetroNaps. I will give them some guiding points to use while writing. Then, I will move through the class to help them while they write. They will discuss their wiring in pairs. I will get some of them to read their writing in front of the class.