New lesson plan: The Internet, reading

Marzie Danaei

The Internet, reading - Biginners (A1) level

The Internet, reading
Biginners (A1) level

Description

In this lesson, students learn about the Internet, its history and uses, through a reading text. The lesson starts with a lead-in to elicit the word "Internet". This is followed by predicting the title of the text and reading for the gist to see if the predictions are correct or not. Then, students read the text for details and finally, there will be a speaking task as their productive skill following the receptive skill.

Materials

No materials added to this plan yet.

Main Aims

To provide gist, detailed and scan reading practice using a text about the Internet in the context of its uses and history

Subsidiary Aims

To provide clarification and practice of lexis for Internet uses in the context of the Internet

Procedure (37-44 minutes)

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

T asks Ss to look at the pictures shown on the board and in groups of 3 or 4 write the first letter of the words for the pictures to find out the keyword. The first group who says the word "internet" is the winner. Teacher makes sure if they know what the word is. The pictures are: ice cream, nine, tree, egg, rain, nine, egg, tree

Pre-Reading : Prediction task and Pre-teaching vocabulary (10-12 minutes) • To prepare students for the text by predicting the context and make it accessible for them

- T asks students to read the title of the text and guess what it is about. She writes some predictions that they make on the board. - T elicits vocabulary related to some uses of the Internet by showing a picture and ask Ss in pairs to talk about the uses and writes the words on the board following MFP. blocking words: chat with friends, download music, google for information, book a hotel or ticket.

While-Reading #1 (8-10 minutes) • To provide students with less challenging gist tasks to get the whole idea of the text

- T asks students to read the text in 3 minutes and find what it is about and to see if any ideas they predicted are in the text or not. - After reading T asks Ss to check their answers in pairs and then she gets WCFB by asking some Ss to come to the board and circle and check the ideas which were in the text on the board and shown in the picture.

While-Reading #2 (9-10 minutes) • To provide students with more challenging detailed reading tasks.

- T asks Ss to read the sentences in part "b" and scan the text and check them as true or false. they have 3 minutes to do that. - T asks Ss in pairs to discuss and check their answers. Then, the teacher gets a WCFB by giving them the wrong answer as her opinion to make them have some challenge and think of a reason for the right answer. Finally, T writes the answers on the board.

Post-Reading/ productive task (7-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned through a productive task

- T asks Ss to stand up and mingle to play the game "find someone who did .... " written on the slips of paper given to them. They should ask all the students in the class to find the person. To make sure they understand the task, T models the task once. Then T asks Ss to write a suitable Yes/No question in the past simple.Then, T asks Ss to write a suitable Yes/No question in the past simple (to review past simple as well). Next, she checks the questions and asks them to start mingling. - To get FB, T asks Ss to give reports of their findings. - During mingling, T monitors the Ss and collects their errors. After FB, T writes the errors on the board and asks Ss to correct them in pairs. Then, T gets a WCFB. Next, she checks the questions and asks them to mingle.