English Lesson Planner | Teaching Practice 2: Receptive Skills

Jihane Amayou

Teaching Practice 2: Receptive Skills - Reading - Upper-intermediate level

Teaching Practice 2: Receptive Skills - Reading
Upper-intermediate level

Description

In this lesson, the students will learn about how to read for gist and for details through a guided discovery based on a reading text about Koi fish. The lesson starts with a discussion about pet, what pets students have, and what animals do they like to keep at home if they don't have pets. This followed by setting a discussion activity based on ex. 2b, page 38. After that I will be putting a koi fish picture on the board and make students have a talk in pairs about it. I will set ex.2 page 38 get students in pairs to talk about it without seeing their texts, check their answers. Based on the same exercise ( 2b from page 38) I will ask the students to get their answers from the text in a purpose to achieve reading for detail. For the post reading, I will be giving the students a question to talk about what do they think about people who keeps dangerous animals in their homes as pets. I will get the students in groups to have an open discussion about it, then get the WC feedback.

Materials

Pictures

questions to discuss - handout

7pcvuzdmqaaees50wluk pr task and read for g ex 2b p38

Question to guess and then to answer - handout

Rjio0xfeswsw3b7qrorf rd for details ex 2c p 38

Reading for details handout

Text to read

Pictures

questions to discuss - handout

Question to guess and then to answer - handout

Reading for details handout

Text to read

Main Aims

Getting the students to read for gist and detail

Subsidiary Aims

Providing students for speaking fluency

Procedure (45-45 minutes)

Warmer/Lead-in (3-3 minutes) • To set lesson context and engage students

I will stick pictures of different animals on the board. Ask students what are they?. After getting answers from the students I will set another question asking them what's the common thing about these animals. Get the answers from the students as a WC feedback. Then, I will ask the students to get in pairs and talk about animals they keep at home?; if do not have any, then what are the animals they would like to have. Get the PW feedback. ICQ:" Are you working in group or in pairs ? " and ask a student: " what will you talk about to your partner?", ask the other students if they agree. Then I will let them get their feedback.

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

Prediction Task: Set exercise 2a from page 38, get students in pairs to talk about which animals do people keep as pets in their country, if their family has any pets, if yes then what are they?, and do they think "fish" make good pets with giving justifications ICQ: "ARE YOU WORKING ALONEor with your PARTNER?" Pre- teach vocab: Put the Koi fish picture on the board. Ask students to work in pairs and talk about what they think of the picture. Get the WC feedback. Then, I will explain shortly what's a Koi fish. ICQ: "ARE YOU WORKING ALONEor with your PARTNER?"

While-Reading#1 (10-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Set ex 2b from page 38. Get students in pairs and ask them to discuss the questions. Get the WC feedback. After that, I will set the text and ask students to get answers of the questions. Get students feedback in pairs ICQ: "are you looking at the text?", calling students names and ask them with whom are they going to work.

While-Reading #2 (14-14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will ask the students first to hide their texts. Then, I will put the numbers on the board from ex. 2c page 38. I will get students to work in pairs and tell them to discuss what those numbers means in relation to the text. Get the feedback from students in pairs. Reading for interference: I will ask students to take a look in their texts again. Then, I will set ex 2c page 38 and ask students to answers the questions with their partners. Get the whole class feedback ICQ: "hide your texts" "are you looking at the texts? " "with who are you working? alone or with your partner"

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

In this point, I will ask students to get in groups first. Then, I will set the question of what do they think of people who keep tigers, lions, snakes .. etc (dangerous animals) as their pets?. Get the WC feedback ICQ: "Are you in pairs or in groups?" "Are we going to talk at this point about friendly or dangerous animals ?"