Nora Kanshaw, 16 Jan 2018, Reading Practice
Upper-intermediate level

Description

In this lesson, students will be engaged in receptive skill development by reading for gist and specific information related to an article about clothing labels, and after the main aim is completed, students are going to work on speaking productive skill through discussion and sharing opinions.

Materials

Abc Cards(Questions)
Abc Handout (Answer key)
Abc Overhead Projector
Abc Handout 2
Abc Handout 1
Abc Cards (words and their meanings)

Main Aims

  • To provide gist and scan reading practice using a text about Clothing Labels

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of appearnce code in your country

Procedure

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

I start the lesson by showing Ss some pictures using the OHP, I ask some questions to set the context: What do yo see in these pictures? Where are these people going to? Are they going to work, school or are they going to a party? How did you know that? What about these pictures? What is this person wearing? Is he/she wearing a famous brand? After that I show them some questions on the WB and I ask them to discuss these questions in pairs. Do you think dress code is important? Do you ever buy clothes and accessories with designer labels? Why?Why not? Do you thing designer labels are more important for women? Why?

Pre-Reading (4-5 minutes) • To prepare students for the text and make it accessible

Before Ss start with the reading, I divide them into 4 or 5 groups, I give them some mixed cards with words and their meanings in order to avoid any blocking vocabulary once they start the reading activity. They work in their groups to match the words with the meanings, I monitor them and after that I give them handouts with the correct answers.

While-Reading/Listening #1 (7-8 minutes) • To provide students with less challenging gist and specific information reading tasks

I give half of the Ss a folded paper with the first part of the reading (part A), and I give the second half of Ss a folded paper with the second part of the reading (part B) I ask them to read the article quickly to get the general idea then choose the best summary sentence for the part they read (A or B) After that, I put Ss into pairs, A and B and I ask them to tell their partner which summary sentence they think is correct for their part of the text. Ss then read the other part of the text and see if they agree with their partner's choice or not, justifying their disagreement. I ask some students about their answers and check if they all agree with him/her

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading task

After reading for gist, we move to a more detailed exercise that needs Ss to read for specific information. I give Ss a handout which includes questions about the article they read before, they need to read the article again and answer the questions. After they finish, they peer check with their partners. To make the whole class feedback more student-centered, Ss nominate each other to write the answer on the board. Then, we check whether the answers are correct or not.

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

After finishing the detailed reading of the article, I give each pair of students a card with a question related to appearance code in their country, they are going to discuss the points mentioned in the question in pairs. I monitor them while discussing. After they finish, pairs share heir opinions, agree or disagree with the others.

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