Candy Springer Candy Springer

Copy of Receptive skills- Reading
Pre-intermediate level

Description

In this lesson, students mainly develop their reading skills, more specifically their reading for gist and reading in detail sub-skills, in the context of job- hunting. The lesson starts with some context-related vocab review. Then, students complete their reading tasks. Finally, the lesson ends with context-related group discussions during which students get the opportunity to develop oral fluency on the topic.

Materials

Abc Ticking phrases handout
Abc Speaking task questions
Abc True or False sentences handout
Abc Pictures (A and B)
Abc Reading handout (letters)
Abc Put vocab in order (answer key)
Abc Vocab-definition matching handout
Abc Ticking phrases handout

Main Aims

  • Reading (gist + detail) in the context of job hunting

Subsidiary Aims

  • To present and practise vocabulary related to job-hunting (e.g application form, apply for a job..)

Procedure

Lead-in (pre-reading) (3-5 minutes) • To set lesson context (looking for a job/ job hunting) and engage students (brainstorm ways to look for a job)

(Before class starts, T writes 3 questions on WB, for the brainstorming part: 1) what is your job/profession 2) How did you find your job? 3) Do you like your job?Why?) T asks students to raise their hand if they are: - a university student, currently working, retired or unemployed. T gives instructions for brainstorming: in pairs, ask each other the questions (points to WB) and answer them in turn. If you are student, discuss a part-time job you had, if retired, discuss the profession you retired from, if unemployed, any professional experience you have had. T monitors (walks around classroom, helps with vocab when necessary).

Pre-teach vocabulary (pre-reading) (10-15 minutes) • To re-activate and practise prior presented vocabulary related to job hunting (students have been exposed to this vocabulary in previous lesson)

T gives instructions for ticking phrases task: shows the handout, asks students to tick phrases they know (shows on WB what ticking means). Individual work. T checks instructions: tick phrases you know or don't know? you work in pair or alone? Gives handout. T monitors, takes note of phrases students do not seem to be familiar with. T asks students to share, in group, phrases they don't know and try to figure them out together. T monitors (takes note of phrases still unclear for some students). T gives instructions for vocab- definition matching task: shows handout, asks students to match the phrases with definitions. Individual work. T writes answers on WB, asks students to self-check. CCQ's for WC: when unemployed, you have a job or don't have a job? you fill the application form in before or after you apply? T gives instructions for last vocab task: individual work . Asks students to put the phrases in order. Which one comes first? the first one is already on the handout "lose your job", can you see it?. Explains there are different possibilities for one or two phrases but for the rest, only one possible order. Checks instructions: which one is first? you work in pair or alone? T monitors (checks students generally find the right order, takes notes). T puts the answer key on projector. Asks students to self-check. Tells students maybe "write a CV" comes before "look for a job" it is OK.

Reading for gist (while reading) (5-10 minutes) • Students get an overview of the texts (the letters). To encourage students to read for gist/general understanding using quick text-picture matching task.

T sets the context of reading: puts the pictures on projector, asks WC questions (what is the job of the man on the left? is he in an office? maybe applying for a job? what about the young man?), makes students guess. T gives instructions for reading for gist task: shows the letters, asks students to read them quickly and match the texts to picture A or B. Checks instructions: do you have to understand every word? no. You read quickly and match with picture A or B. You work alone or in pairs? Alone. T gives the letters. Quick check. Which letter goes with picture A? Which one goes with B?

Reading for detail (while reading) (10-15 minutes) • To practice reading for detailed comprehension, allow students to understand the text in depth (using true or false task).

T gives instructions for reading for detail task: shows true or false handout, asks students to read again, carefully this time and answer true or false questions. Here are sentences, you need to mark T if it is right F if it is false (T marks on WB). If it is false, find the sentence in the text to correct it. Checks instructions: read quickly? no. T if right, F if false (points to WB). Correct the false sentences. Alone or in pair? Alone. T gives the handouts. T monitors (walks around and checks if students go back to the texts to correct false sentences). T asks students to check with partner. Checks answers with WC, T asks students why the sentence is false (students give the correct sentence from the texts.

Speaking task (post-reading) (8-10 minutes) • To develop oral fluency on the topic (job hunting) by providing the students with group discussion questions. To provide an opportunity to personalise the topic.

T gives instructions for speaking task: shows the handout with questions written on it, asks students to discuss these questions in group ( T reads the first two questions as examples). T gives the handouts. T monitors (walks around, listens to how students discuss, helps and\or clarifies questions and\or vocab if necessary) End of class.

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