MohammadKhari MohammadKhari

TP#4
A1 level

Materials

Abc Answer key handout
Abc handout
Abc worksheet
Abc A reading handout, containing two pictures, and some questions
Abc A portrait
Abc video

Main Aims

  • To provide gist and detailed reading practice using a text about famous people in the context of a brief biography of famous people

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of a brief biography of famous people

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

The teacher will put the class in groups, play a video clip about Steve Jobs, ask the students to watch it, and choose the five related words out of ten in their groups. The students are supposed to put the chosen words on the wall. Then the teacher asks each group to check the answers of other groups, which will be followed by WCFB. ICQs: How many words should you choose? Should you write the words? Through this context, the teacher elicits one of the keywords which is "famous" and works on the pronunciation.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

The teacher will pre-teach four words: portrait, celebrity, advertising, divorce through images situations and definitions. CCQs: Do you see someone's legs in a portrait? Do a lot of people know celebrities? Where can you see advertisements? Why do people divorce? Some elicitation on the stress pattern would be done which will be followed by drilling.

While-Reading/Listening #1 (2-4 minutes) • To provide students with less challenging gist reading tasks

The teacher will put the class in two groups. A handout is given to each group which is different from that of the other group's. Then, the teacher explains that after folding the paper in half, the students will see a text with some parts covered and two pictures on the top. They should choose one picture after they read the text very quickly. After that, the students can check their answers in their own groups. ICQs: Should you look at all the paper or fold it first? How many pictures should you choose after you read the text? Should you read it fast or slowly?

While-Reading/Listening #2 (7-9 minutes) • To provide students with more challenging detailed reading tasks

The teacher asks the students to unfold the paper and read the other half of the paper. Here, they have the complete version of the text and they should answer four comprehension questions after they read the text carefully. ICQs: Should you answer in groups or individually? How many questions are there? They can check their answers afterwards in their groups. The teacher gets the FB and after that, the correct answer is given to the students in a separate HO.

Post-Reading/Listening (6-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

The teacher pairs the students, one from each group. The students are supposed to turn their paper over and talk, in turns, about their reading with each other. The student who is listening should guess who the text is about. They will be monitored and if needed, error correction will be done.

If-time activity (5-10 minutes)

The teacher puts the students in different pairs.Two sets of handouts are given to students containing some information about famous people. In turns, each student talks about the ones who s/he has information about and the other one listens and completes the sentences. The teacher monitors the students and if needed, some error correction will be done. ICQs: Should you write or talk?

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