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Reading Lesson
Intermediate level

Description

In this lesson learners will practice extensive and intensive reading skills through Blue-jeans text. The lesson starts with a short discussion about blue-jeans to establish and predict the context. This is followed by a jigsaw reading activity where learners scan the text to check their predictions. Finally, there is some controlled practice through information gap activity which aims to develop skimming to guess meaning of vocabulary and extensive reading and free practice via a final speaking activity related with social media hashtag about blue-jeans.

Materials

No materials added to this plan yet.

Main Aims

  • To provide scan, gist and detailed reading practice using Blue-jeans text in the context of invention of blue-jeans

Subsidiary Aims

  • To provide clarification of invention and miner in the context of clothes for digging
  • To provide fluency speaking practice in a conversation in the context of blue-jeans hashtag
  • To provide clarification of pronouns in the context of buying blue jeans and becoming rich

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students and to make them predict the topic.

Teacher gets in the class and greets the students. She asks about her clothes whether they like them or not. She says she prefers more comfortable clothes. She encourages learners to talk about what kind of clothes can be more comfortable and tries to elicit "blue-jeans".

Pre-Reading (5-7 minutes) • To prepare students for the text, make it accessible and to get the students predict about the text

Teacher asks questions such as "Do you have blue-jeans? Students gives some answers. T: Then, almost everyone has a pair of blue jeans. T asks some questions such as: "How many people buy blue-jeans in a year all around the world? - How blue-jeans were invented ?" to get the class come up with some predictions. T draws a mind map by including the answers she elicited.

While-Reading 1 (5-10 minutes) • To provide students with less challenging gist and to develop scanning skill

T chests the texts and gives some instructions. She explains that passages are different and SS need to work as pairs to complete the task and find the answers. She gives a time limit and asks SS to focus on the answers of mind map questions. "How many people buy blue-jeans all around the world? and "How blue jeans were invented?" T pairs the SS up. She distributes the hand out. When time is out, T asks one of the students if she found the answer in the text on purpose. When she got the answer: No, she demonstrates the information gap activity and explains that the other text consists the answer. Whole class corrects the predictions written on the board with the answers found in texts.

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T gives a longer time limit to let the SS read the text in detail. Pairs read their questions to each other and read their texts individually. Pairs work together find the answers and T observes the activity. They check the answers as whole class

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

T presents one of her photos wearing blue jeans and she writes her own hashtag "JEANS ARE ALWAYS A GOOD IDEA" to provide an example. She asks students to respond to the text by coming up with a hashtag related with blue jeans. T observes the conversation between the SS and she asks them to take a selfie with blue-jeans for the following class.

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