Reading comprehension - Breakfast
Intermediate B1 level
To provide gist and detailed reading practice using a text about skipping breakfast in the context of meals
To provide fluency speaking practice in a skipping breakfast in the context of meals
Procedure (45-51 minutes)
Students will be shown a picture of a mean (breakfast) and they are asked to tell what meal of the day it is. Then, they are asked to talk, in groups, about the importance of breakfast as a meal. Then from each group, one students will remark on what they have talked about.
I will pre-teach three words which are the most difficult and also related to the questions they are going to answer in the reading for detailed section. Then, students are asked to Skim the text for 4 minutes and choose the best title among the ones provided. in order for the students to understand that they have to read the text quickly, certain ISQs will be asked: 1. are going to read the text fast? Yes 2. are you going to stop reading and think when you see a difficult word?
Students are given 7 true/false questions and are asked to scan the text and write T for the ones that are True and F for the ones that are F. They will be informed that the questions are in order and they need to look for the reworded version of the question in the text to find the answer. they will be given 10 minutes to do the questions individually and then work in pairs to check their answers.Finally, the full text will be on a slide and students have to come to board and answer the questions with justification. In case they are any early finishers, I will ask them to come to the board and answer the questions while others are scanning the text.
Post reading consists of two sub-stages. In the first stage, students are given a graphic organizer in which they write the most important pieces of information in the text. This activity encourages strategic thinking, identifying cause and effect, classifying, etc. it gives the students the opportunity to brainstorm the main points of the text and recall the words they have been taught. In the second stage, they are asked, in their groups, to talk about the most important thing they learned from the text and how this text will change their future diet. this will help the students to personalize the subject of the text. There will be a delayed error correction sub-stage if necessary.