Ghizlane Ghizlane

Getting together- reading
upper interediate level

Description

In this lesson, the students will read about four different ways people get to know each other. Students will start with brainstorming ideas about how people get to know each other then they will learn words to help them understand the text. students will answer comprehension question and then they will have a discussion related to the topic of the test.

Materials

Abc Text
Abc worksheet
Abc Matching activity
Abc ex1

Main Aims

  • By the end of this lesson, students will practice their reading subskills in the context of relationships and getting to know people.

Subsidiary Aims

  • By the end of the lesson students will practice their speaking skill in the context of getting to know new people.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

To put ss in the context, I will stick pictures of a group of friends, a couple and a family. I will ask Ss what the lesson is about. Students will share their ideas with WC. I will ask students to work in pairs and make a list of ways to get to know new people, ways toget in touch with old friends and ways to meet a future partner. I will ask students to share with the WC their ideas.

Pre-Reading (9-10 minutes) • To prepare students for the text and make it accessible

I will divide students into three groups. I will ask each group to pick only one colour. On the wall, I will stick 3 sets of small papers that had definitions of some terms from the text in different colours. I also will stick a large paper with the words I want to unblock from the text. Each group has to go around the classroom and pick up only their team’s colour papers and stick the definitions next to the words. ICQS: Will you take different colours? No Where will you stick the definitions? Next to it’s term. I will check students understanding of the vocabulary, I will ask CCQs to make sure that students have a better understanding of the words, I will highlight what part they belong to and highlight the stress as well.

While-Reading1 (3-4 minutes) • To provide students with less challenging gist task

At this stage, ss will be asked to do a gist task after they skim the text. So I will give the students a multiple choice exercise ( ex1) of choosing the right title for the text. (the text’s title will be hidden), students will skim the text individually ( move their eyes quickly while reading) to be able to do the task. ICQS: Will you read alone or in pairs? alone Will you read every detail or just move your eyes quickly through the text? move our eyes quickly I will ask students to peer check their answers and do a WCF.

While-Reading 2 (4-6 minutes) • To provide students with specific information reading task

I will ask Ss to answer a True or False exercise ( ex2) related to the text. I will ask students to read the text one more time to do the task. Students will check their answers in pairs and do a WCF, Ss will justify their answers.

While-Reading 3 (9-10 minutes) • To provide students with more challenging detailed reading tasks

I will provide students with more challenging detailed task (ex3) To check their understanding of the text. I will ask Ss to answer individually direct questions about details in the text. students will compare their answers together then do a WCF.

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

In three groups I will give them a list of questions related to the context to discuss together (ex4) each group will share their ideas. I will monitor during the discussion. I will ask two people from each group to share their ideas with the whole class as WCF.

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