Amber Amber

Reading Lesson: How Well Do You Know Your World?
Intermediate level

Description

In this lesson, Ss will practice their reading sub-skills, specifically skimming, and scanning. Ss will learn a new set of vocabulary related to emotions to help them better understand the context of information about the world (specifically animals and people in this lesson, but more topics will be introduced in following lessons). After reading the texts and completing the assigned activities, Ss will discuss their opinions on the readings, answering the questions listed in the text titles (i.e. "Do animals have feelings?" and "Why do women live longer than men?"). At the end of the lesson, the T will guide Ss through a Feedback and Error Correction stage.

Materials

Abc Vocabulary Presentation (vocabulary from readings in Headway Intermediate SB)
Abc Short Answer HO (based on readings from Headway Intermediate SB)
Abc T/F HO (based on readings from Headway Intermediate SB)
Abc Reading #2: Why do women live longer than men? (from Headway Intermediate SB)
Abc Reading #1: Do animals have feelings? (from Headway Intermediate SB)
Abc Blank Pages with Circles for Brainstorming
Abc Vocabulary Matching HO (vocabulary from readings in Headway Intermediate SB)

Main Aims

  • To provide reading practice in the context of information about the world (specifically humans and animals)

Subsidiary Aims

  • To teach a new set of vocabulary related to the emotions of humans and animals

Procedure

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

T passes out sheets of paper with one circle in the middle of each and asks Ss to write the name of a type of animal. T asks Ss to write two adjectives to describe the animal, and then pass their sheet to the right. T asks Ss to write two new adjectives, and pass the sheet again. Ss continue to pass the sheets for 1-2 minutes. T tells Ss to stop, and to share the adjectives with the person next to them. T calls on 1-2 Ss to share some of the adjectives, and points out any related to emotions. T reveals the context, telling the Ss that today we will talk about living things.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible by teaching new vocabulary words

T elicits and drills the MFP of six new vocabulary words, which are all adjectives related to emotions: depressed, neglected, jealous, guilty, sceptical, and aggressive. T elicit the words through photos and context, and then highlight stress, spelling, and any other necessary elements on the WB. T passes out a matching HO, and allots the Ss three minutes to finish it. Ss check in pairs, and T checks the right answers by calling on Ss.

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

T passes out the first text without a title, and asks the Ss to read it in one minute and think of a title for it. T asks Ss to flip over their papers, and write their title for the text. Ss to discuss their titles in pairs. T asks calls on a S to share their title, and asks them to select another S to share their title. T writes the good title ideas on the WB. T passes out the second text, and repeats the task, except gives them two minutes since the text is longer.

While-Reading #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T passes out the first HO, a T/F HO with six questions. T asks Ss to complete the HO alone in four minutes, and then check in new regrouped pairs. T asks the WC to state the correct answers. If several Ss got an answer wrong, T asks Ss to state why they answered the way they did before revealing correct answers. If there is extra time (if it is not yet 10:55), T passes out the second HO, a short answer HO with two questions. T asks the Ss to complete the HO in their new pairs, and then check in groups of four (grouping two side-by-side pairs).

Post-Reading and Feedback (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T assigns Ss A or B and separates Ss into two groups on two opposite sides of the classroom. T prompts the groups to discuss their opinions on the first reading ("Do animals have feelings?"), answering the question in the title and whether or not they agree with the author. After 2-4 minutes, the T stops the Ss and asks some Ss to share ideas. The T mixes up the groups, asking about half the Ss to switch. T repeats for the second reading ("Why do women live longer than men?"). Throughout this entire stage, T monitors with a notebook and writes down incorrect statements in order to prepare for the Error Correction stage.

Error Correction (4-5 minutes) • To address common mistakes the T observed while the Ss were participating in discussions

T writes 4-6 incorrect statements on the WB that were variations of statements used by Ss throughout the class, particularly on the final discussion activity. T asks the Ss to correct their mistakes, and if applicable and necessary, provides an extremely brief explanation and/or rule.

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