Christopher Sanders Christopher Sanders

Future Possibility
Intermediate level

Description

This is the developmental observation lesson. Students will be practicing reading about fortune-telling prior to a grammar-centric lesson focused on making predictions in the following hour.

Materials

Abc Vestel Board
Abc A-4 paper
Abc Whiteboard
Abc Haruspicy worksheet
Abc Haruscpicy handout

Main Aims

  • Students will have an opportunity to improve their reading for detail skills.

Subsidiary Aims

  • Students will be exposed to, and have a chance to practice, highlighting important info in a text.
  • Students will practice speaking about predictions.

Procedure

Warmer (5-7 minutes) • To set lesson context and engage students

T will open the Magic 8 Ball page and demonstrate it. Ss will then open the page on their phones and play with it for a minute. T will then ask for a few responses at random.

Lead-in (6-8 minutes) • To provide context for the target language through a text or situation

T will pass out the Haruspicy worksheet. Ss will discuss the questions in the DISCUSSION section of the worksheet. T will ask for a few responses from Ss. These activities should help prime the Ss for the main task by activating necessary language and grammar.

Pre-Reading Prediction (4-6 minutes) • To practice making predictions about reading, activate schemata

Ss will do the PRE-READING section of the worksheet in preparation for the main reading task.

Reading for Detail (9-11 minutes) • Ss will read a graded text to practice their reading-for-detail and highlighting important info skills.

T will distribute the Haruspicy handout. T will direct Ss' attention to the READING section of the worksheet. T will demonstrate on the Vestel board how highlighting works, as Ss may be unfamiliar with the skill. Ss will then have time to read carefully and highlight important parts. After reading, Ss will compare their highlights and discuss why they chose those parts.

Comprehension (8-10 minutes) • Ss will answer comprehension questions in order to assess how well they read for detail.

Ss will complete the 10 short-answer questions on the worksheet. As they answer them, T will tell them to draw a STAR next to the question if they had highlighted the information needed to answer it. After answering, Ss will check with their partner to see if they have the correct answer. Then T will display an answer key on the Vestel board.

Expansion (15-20 minutes) • Ss will make their own Fortunetelling articles, using their improved knowledge of important details

T will ask Ss to think about other forms of fortunetelling their are. Ideas will be written on the board. T will group Ss together and they will research and prepare their own poster/articles about a method of fortunetelling. In the next hour, they will present their findings to the class. Groups will have a chance to pick which topic they will work on via a guess-my-number game.

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