Mahrave Samadi Rahim Mahrave Samadi Rahim

Reading
Upper-Intermediate level

Description

In this lesson students will work on their reading skill.Target language is mainly abut wish and regrets in the context of tattoo. They will also have a chance to practice pronunciation of the past and present participle adjectives.

Materials

Abc video clip, hand out,maching cards,question cards

Main Aims

  • To provide detailed reading practice using a text about tatto in the context of regret

Subsidiary Aims

  • To provide fluency speaking practice in a Conversation in the context of regret

Procedure

Pre-reading / Lead-in (4-6 minutes) • To set lesson context and engage students

-By playing a short video clip, and asking some questions about the clip, the topic of the lesson is going to be introduced, and students will be engaged in the lesson. -Watch this video and tell me: what kind of remote control is it? (magic control /time travel control) What can it do? (It can take you to the past) -After watching the video, the following comprehension questions are asked. How did the man feel about his life? (regret/he didn't like his past). Did he like to change it? (yes). Then students are put in a pair to talk about the following question. - If you had one of this controls, where would you like to go in the past? why? They have two minutes to talk and as a class check, one or two students will express their ideas voluntarily.

Presenting vocabulary (5-8 minutes) • To facilitate understanding the passage by providing them with some blocking key-words.

-There are two key-words here to be pre-taught. The first one is 'compass'. Elicitation is the way to start teaching this word. -Visual is projected on the board, then concept check questions are asked. Is a compass an instrument? (yes) Does it show the direction? (yes) -Then pronunciation is drilled. After the individual check, the form is written on the board and its part of speech and stress is elicited. -The second word is 'component'. The word is elicited from students. There is a word in English which is a synonym of parts of something?(component) Is a component of something part of that thing?(yes) Do the components of something make a whole or part?(a whole) Then the procedure of drilling and individual checking is followed as well as steps regarding the form, stress, and part of speech.

While-Reading (10-12 minutes) • To provide students with an opportunity to global understanding of the passage

-The picture of the hand with the tattoo is projected on the board with the first paragraph as an introduction. Following questions are asked after that: look at the picture, what do you see?(an arm with tattoo). what is the picture of the tattoo? (compass). -Now read the introduction quickly and tell me what is the text about? (regret) The ICQs are raised. -Once they are done, pair check time is given to them. Finally, volunteers answer the question. -In the next step, students are asked to read the passage and choose one of the options A to F in order to fill the gaps. Having given the instruction, they are provided with the handout. Finally, when they are done, they are asked to check their answers with their partners, and then the answer key is projected on the board.

While-Reading (5-7 minutes) • provide students with detail understanding of the passage

-Students are asked to read the text again and mark the sentences true or false. They will have limited time and then they will have a new partner to check their answers with. Once they are finished, The answer key is provided under their seats.

Language work (4-5 minutes) • To provide students with an opportunity to mine the text for new words and also guess the meaning from the context

-Ss are given two sets of cards; one with target words and the other with the definitions. the matching task is set using the pair work. ICQs and a time limit will ensure students' understanding of the task. -Whole class feedback is done by asking eliciting the answers from students randomly.

Post-Reading (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Past and present participle adjectives from the previous lesson are going to be projected on the board. The teacher prepares 20 questions written on cards and placed in a bag. Students are asked to pick one question each and then ask it from their peers. The class check can be done asking some students to ask their questions and provide their peers' answers. -Feedback is given to students' mistakes if any.

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