Zaher Alrashed Zaher Alrashed

Reading Lesson
A2 level

Description

In this lesson, Ss will practice receptive skills through a reading text in the contect of Top tips for a Healthy Heart. First, Ss will learn some blocking vocabulary and phrases. Next, they will do gist and specific information reading tasks. Finally, they will be provided with an opportunity to respond to the text by using the vocabulary they learnt in pruductive skills practice.

Materials

1kbllpmltyqddvdhb6ih ho1 vocab HO1
K1cds2irksmknglq99ce ho2 gist HO2
Ejuq3daarejwyrxnaxyt ho3 specific info HO3
3jomjxjordehuuyomxpq ho4 find someone who HO4

Main Aims

  • To provide gist and detailed reading practice using a text about Health in the context of Top Tips for a Healthy Heart.

Subsidiary Aims

  • To provide clarification and practice of health vocabulary in the context of Top Tips for a Healthy Heart.

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Ss watch a short video clip about 'tips for living a healthy life.' T elicits the word 'tip' - T 'We are going to watch a short video about tips for living a healthy life. Please watch and give me three tips from the video.' (possible answers are: 1- start your day with exrecise, 2- don't go to school by bus, 3- run, 4- ride a bike, 5- skateboard, 6- go to the gym, 7- lift weights, 8- don't eat fast food, 9- eat homemade food, 10- choose vegitables.)

Pre-Reading (13-15 minutes) • To prepare students for the text and make it accessible

Pre-teaching vocabulary - Ss will learn some phrases through a matching activity. T chests HO1 and says: 'Work in pairs, match the phrases with the pictures. You have 3 minutes.' ICQs: - Are we going to work alone or in pairs? (in pairs) - How much time do we have? (3 minutes) T monitors while Ss are doing the avtivity. T projects the HO on the WB and does WCFB to check answers. (AK: 2c, 3f, 4j, 5b, 6d, 7g, 8i, 9e, 10a) T asks CCQs to clarify the phrases that Ss had difficulty with during the activity and clarifies PORN through drilling and showing word stress on the WB. (5 minutes) -T pre-teaches other bloking vocabulary. (disease, including, adult, common, fact, overwieght). T goes through MPF clarification. Please see vocabulary analysis. (4-5 minutes)

While-Reading (10-12 minutes) • To provide students with gist and specific information reading tasks

1 - Reading for gist: - T chests HO2 and says: 'Read the text individually and choose the best title for the text. You have 2 minutes' ICQs: - Are we going to work alone or in pairs? (alone) - How much time do we have? (2 minutes) - T elicits the answer from Ss. (AK, b- Top Tips for a Healthy Heart) 2 - Reading for specific information: - T chests HO3 and says: 'Work individually, read the questions and then read the text and answer them. You have 5 minutes' ICQs: - Are we going to work alone or in pairs? (alone) - Are we going to read the text before we read the questions? (no, we read the questions first) -Ss check their answers with a partner for 1 minute and then the AK on the back of the HO.

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

- Ss will do a 'find someone who' questionnaire. HO4 T chests HO4 and says: 'Please stand up and ask questions to different people in the class to fill in the chart. You have 5 minutes' T models the activity by asking different Ss and filling in the chart with names. (Do you do exercise?, Do you want to lose wait? etc.) - Ss will swap papers and find the people on the new paper they get and give them tips for a healthy life. T says: 'Please swap papers with someone else.' Ss swap papers T says: 'find the people on the paper and give them tips for a healthy life' T models. (Do exercise every day, you can swim or walk. etc.)

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