Aryan kavosh Aryan kavosh

Younger brother/ Only child reading
Intermediate level

Description

In this lesson students will practice reading skills (reading for gist and details) through individual, pair-work and group work and then practice their speaking skills (for fluency) in altered groups.

Materials

Abc Reading text
Abc Detailed reading answer sheet
Abc Ex d handout
Abc Detailed reading questions handout
Abc Latham-Koenig, C. & Oxenden, C. (2013) English File Intermediate 3rd Ed. SsBk Oxford

Main Aims

  • To give Ss practice in reading for gist and detail, and in deducing meaning through a text "Younger brother or only child?" in the context of family life

Subsidiary Aims

  • To provide clarification and practice of the vocabulary used in the text
  • To give students an opportunity for improving their fluency through a speaking task

Procedure

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

T asks Ss: 'How many here have brothers?' 'How many here have sisters?' 'Did you enjoy having siblings?' 'Did you prefer to have more siblings or less siblings?' Ss answer. W/c discussion.

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

T write the title on w/b 'Younger brother or Only child' T asks students to work in pairs and discuss what the text might be about. 'tell your ideas to your partner' Ss discuss in pairs. T elicits ideas and writes a few of the ideas on w/b.

Reading for gist task (6-9 minutes) • To provide students with less challenging gist reading task

T hand out the paper containing the readings. T tells Ss 'Read the text and check if your ideas were correct' T tells Ss 'tell your partner your ideas were correct or not'

Reading for details task (8-11 minutes) • To provide students with more challenging detailed reading tasks

T gives students handouts. 'Mark true if the sentence is correct, and mark false if you think the sentence is wrong.' T tells Ss. 'Check your answers in pairs' T hands out an answer sheets. T asks if anyone still has a question.

Speaking task (8-10 minutes) • To give Students an opportunity for students to communicate and tell their colleagues what they have read

Switch the seating so each member of group A is sitting with a member of group B. Ask Ss to 'Tell their partner about what they read'. Ss do the task.

Focus on lexis (5-9 minutes) • To give students a chance to discover the meaning of the highlighted words

Hand out the papers containing ex d to students. Ask them to fill in the gaps. 'Find one words for each definition from the text' Remind them to 'work together, because some of the words are from your partners text' Ss fill in the gaps. T writes the the numbers of the gaps on the board. T gives each student a marker and they write the answer. T asks if anyone has a problem.

Post reading productive task (5-8 minutes) • To give students a chance to use their speaking abilities to communicate and become more fluent when talking about family

T asks Ss to tell their partner about their family and whether or not they like having siblings. Ss discuss. T monitors. W/c FB.

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