mishaal mishaal

My TP-05
Elementary level

Description

In this lesson, the students will practice reading, in the context of high-speed trains. They will also have activities to practice their speaking skills.

Materials

Abc Gap fill handout
Abc Full reading passage with 4 questions
Abc Gist Task Handout with one question.

Main Aims

  • By the end of the lesson, learners will have practiced reading fro gist and reading for details. In the context of high-speed trains.

Subsidiary Aims

  • This lesson will also give a minor focus on developing the speaking skills of the SS, as they work in pairs or groups. The context will be high-speed trains.

Procedure

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

The teacher puts two pictures on the board. One will be of the public buses of turkey and the other of turkish trains. The teacher will elicit these from the students. He will also elicit "high-speed" trains. The teacher then instructs the students to work in pairs and discuss the following questions. 1.Do you travel by train? 2.How often do you travel by train? 3.where do you go? The teacher will discuss the answers to these questions, from one member of each pair, in the feedback session.

Pre-Reading/Listening (4-6 minutes) • To prepare students for the text and make it accessible

The teacher uses the pictures on the board which includes, trains and their interiors and elicits the words fast, slow, comfortable, noisy, convenient and cheap. To elicit the word convenient, the teacher makes a comparison between travelling by bus and a train.

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Now the teacher gives out handouts with a part of the reading passage and one question. He gives them one minute to read and answer the question in pairs - "Why do people like high speed trains more than planes? find three reasons"? This is the gist task. The teacher gets feedback for this from one member from each group.

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Now the teacher hands over the second handout, which has the whole passage and 4 questions on it. The teacher gives them time to read it individually. After 3 minutes, he divides them into groups of 4 and asks them to come up with the answers. As a feedback, teacher asks one volunteer from each group to write the answer on the board

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

Teacher distributes the handout with the gap fill exercise and instructs the students to complete them in pairs. As a feedback, he asks one member from each pair to come and write the answer on the board.

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