mariam mariam

reading with vocab as sub-aim
beginner level


In this lesson, learners focus on receptive skills of reading and sub skills gist reading and reading for details and the class will have a productive skill of speaking. There are three stages for this reading lesson: pre- reading while reading and post reading. The lesson starts with a lead in activity and teacher introduce the topic to the SS by reading the text. The lead in is followed by pre- teaching necessary vocabulary from the reading text (pre-reading).Then I will give them a gist task (deciding which title fits the text). After that I will give them a more detailed reading task, and they have to answer the questions I give them on a paper. Then in pairs they compare. Feedback.


Main Aims

  • Learners will focus on receptive skills of reading and sub skills gist reading and reading for details and have a semi-controlled and freer practice in productive stage of speaking.

Subsidiary Aims

  • To provide clarification and usage of some vocabulary and expressions • To provide semi-controlled speaking fluency


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

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students - Do you have any pets, animals in your home." -T will show the picture of her cat, which is in her country and tell the SS that she misses her. She will create a story board. -T' This is my cat, I love her.(1st photo). one day we left the door open.(2nd photo) and she ran out (3rd photo).we looked everywhere for her but we couldn't find her. I put her pictures everywhere but then she came back after 2 days and she was hurt.(3rd photo).I felt bad for her." -T' Talk to your partner,' what would you do if you lost your pet.'For a minute. - T will ask any two students.

pre-reading (4-5 minutes) • To introduce key vocabulary

-T will give words and SS have to match them with the pictures. -T,’ You will match the pictures with their definitions. You will do it groups. Whoever does it first will win. I will put on the music, when I stop, you also stop.” -ICQS,' what will you do with the pictures?'( match them with words) ' Groups or partners.'(groups) 'When will you start?'( when the music starts) 'What will winner team get?(biscuits) - WCFB

While-Reading (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-T, ‘ you will quickly read the text and choose a topic for it. You have 1 min)' ICQS, ‘ will you read the text for along time or short time?’(short time) ‘ How much time?’(I min) -SS will quickly read the text. - WCFB -T,'now we will read the text in detail. and do T/F. alone please and in 4 min.' -ICQS,' Will you read in detail?'(yes) ' how much time?'(4 min) -SS will check in pairs, and then come to WB to write the answers. -WCFB on WB.

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

-T will give the definitions of the words and Ss will match their definition by inferring from the text. -T' Now, we will match these definitions to their words with the help of the text. you will do it alone. You have 5 minutes." -ICQS,' what will we do?'( match the definitions with the words.) ' Alone or partner?'(alone) ' How much time?(5 min) - SS will match the words with definitions. -SS will check in pairs. - WCFB on WB with the help of overhead projector. -T will check the meaning, do the form and pronunciation on the WB. - T will use two marker sentences from the definitions.

semi-controlled practice (9-10 minutes) (9-10 minutes) • • To provide semi controlled activity to focus on the fluency of the vocab.

- T will hand out the activity, find who... - ICQs," will you stand up?'(yes) " will you ask everyone?'(yes) - T will ask SS what they have learned about others in the group. -SS will give feedback. - T' now talk to each other and ask them, 'what pet would you like to keep in your home and how would they take care of their pet.'

delayed-error feedback (3-5 minutes) • • to give feedback.

-T will do delayed error feedback and drill it if deemed necessary.

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