Samira Namakdoost Tehrani Samira Namakdoost Tehrani

Teaching Practice 7
Elementary level

Description

In this lesson, students practice all reading task stages (Pre/While/Post) using a text about London's biggest market: 'Camden Market'. Generally, in the Pre-reading stage, Ss discuss about some prediction questions, learn some words from the text and in Post-reading stage, they get ready to speak about their interest to visit Camden market and their personal preference for Camden or a Turkish market to personalize the topic. Firstly, Ss give the teacher some suggestions about one market in Istanbul. Then, they predict some information about the upcoming text using some prediction questions. The teacher pre-teaches blocking vocabularies and then as gist reading, Ss read the text and check their prediction. In scanning stage, Ss find specific information about the text and in detailed reading activity they answer a true or false question. Finally, in a follow-up activity they have a discussion about some personalizing questions.

Materials

Drudnanwsr6df8bxgeyo lead in & prediction & speaking task Lead-in & Prediction & Speaking Task
Wont36eqsky65bufpmkj pre teaching unblocking words Pre-teaching Unblocking Words
Tstyhz2uskmhpytutifk reading text Reading Text
8h8nxtjatzch2zxnjrtn folded gist, scan and detailed reading ho Folded gist, scan and detailed reading HO

Main Aims

  • To provide gist, scan and detailed reading practice using a text about Camden Market: The biggest market in London in the context of visiting places on holidays.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of visiting Camden Market and having preference for this market or a Turkish one.

Procedure

Lead-in (3 minutes) • To generate interest in the theme/topic of the lesson.

- Establishing the context by telling an anecdote and then providing a discussion question. (The best market in Istanbul? Why?) - Discussing ideas in pairs. - Eliciting answers from Ss orally.

Prediction task (3 minutes) • To encourage Ss to predict/think about content of the text and give them a reason to read the text.

- Getting Ss to predict/hypothesize specific issues that may be raised by showing the photo of 'Camden Market' and asking two questions. (Where is this place? Why is it busy?) - Discussing ideas in pairs. - Eliciting answers from Ss orally as feedback.

Pre-teach vocabulary (4 minutes) • To pre-teach/unblock key lexis needed to help students understand the text.

- Giving Ss a HO: Matching four adjectives from the text with their definitions and antonyms + ICQs - Working in pairs. - Asking stronger Ss who know the correct answers to help the weaker ones. - As FB, getting one early finisher to write the correct answers on the WB. - Clarifying the MFP + Marking the phonemes and word stress + Drilling. * Anticipated Problem: Ss may not be able to match the adjectives with their opposites because they do not know. (They haven't studied yet.) * Solution: I monitor Ss carefully and ask stronger Ss who know the correct answers to help the others + I reassure the Ss that I will clarify the vocabularies later.

Reading for gist (5 minutes) • To encourage Ss to read for gist/general understanding and get an overview of the text.

- Giving Ss a HO: The text of reading task + another (folded) HO for gist reading activity. - Getting Ss to read the text in 1 minute on their own to check their predictions from pre-reading task and answer the questions. - ICQs - Getting Ss to check their answers with their partner. - As FB, one strong S moves forward to the front of the class, asks the questions and check the answers with the class. * Anticipated problem: Maybe the S who goes to the board feels shy to check the answers with the class. * Solution: I monitor Ss carefully and get the S who has the correct answers and reassure him/her that his/her answers are correct so he/she can act like a teacher confidently.

Reading for specific information (6 minutes) • To practice reading for specific information (scanning).

- Rearranging the pairs via a fun discussion to add energy to the class: (How much time does it take to get to ITI from your house? Ask and answer with your friends and make a line.) - Focusing attention on the next activity on Ss' HO. - Getting Ss to work alone, read the text in 1 minute and find specific information to answer the questions. - ICQs - Getting Ss to check their answers with their partner. - As FB, one strong S moves forward to the front of the class, asks the questions and check the answers with the class.

Reading for detail (10 minutes) • To practice reading for detailed comprehension.

- Focusing attention on the next activity on Ss' HO. - Getting Ss to work alone, read the text in 3 minutes and decide if the sentences are true of false. - ICQs + do examples. - Getting Ss to check their answers with their partner. - As FB, each pair checks their answers with another pair: in groups of four. - Checking the correct answers with class via true/false cards. * Anticipation: I monitor Ss carefully and if I see one of the strong Ss is ready, I get him/her to move forward to the front of the class, ask Ss to show true/false cards and elicit reasons for false sentences.

Speaking task (10 minutes) • To provide an opportunity to personalize the topic.

- Rearranging the pairs. - Getting Ss to work in pairs, having a discussion about two questions: * Would you like to visit Camden Market? Why? * Which market do you like more? Camden Market in London / A market in Istanbul? Why? - Rearranging the pairs sometimes to let Ss speak more. - As FB, WC discussion.

Peer error correction (4 minutes) • To get Ss to be aware of their errors.

- Monitoring Ss while they are discussing and writing down some of their common errors. - Writing errors on the WB, getting Ss to correct them in pairs. - Asking one of the Ss to come to the WB and correct them.

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