By the end of this lesson students will have practised both reading for speficic information and for detail in the context of letting children take risks
ss write an email to show agreement or disagreement in the context of taking risks
Procedure (28-39 minutes)
T projects a picture (I'd use the one in the article). T asks 'what can you see in the picture?' 'Is it healthy for children to let them play outdoor?' if yes 'do you do that with your child?' 'why, why not?' T preteaches lexis 'sedentary':(adj)/ˈsed.ən.tər.i/ involving little exercise or physical activity *position statement (compound n) a written *'abduction' (n)/æbˈdʌk.ʃən/:forcing someone to go with you using violence and threats *resilience /rɪˈzɪliəns/ (U.n) being able to overcome problems/obstacles quickly *wean /wiːn/ (T.v) when a mum stops breastfeeding her child. *go off /ɡəʊ'ɒf/ (phrasal V): to leave a place and go to somewhere else. T use CCQs to check students' understanding of lexis
Lead-in directly related to the text: T adds the title to the projected picture and asks ss to guess who the text is written for.
T asks ss to work on their own to scan the text quickly to check predictions about its audience. Peer check. Then whole class feedback. Then T divides the class into 3 groups. Ss work in groups to practise jigsaw reading. T asks ss to work together, each grp on a paragraph and answer 2 questions each. T asks ss to read quickly. T gives out the questions' handout. T also sets a time limit. T checks understanding of instructions. Group 1--- paragraph 1, group2------paragraph2, group3------paragraph3. Next T tells groups to exchange questions and ask each other's T demonstrates e.g. grp2 asks grp 1 the questions about paragraph 1 and vice-versa so that all the class has an idea of the text as a whole. T projects answer keys. Feedback: to correct some written or spoken mistakes.
In this 2nd while-reading stage ss are given opportunity to read between the lines to answer reading for detail questions. T asks ss to read the text carefully this time to answer other set of questions. T sets time limit and ask ss to work individually. T gives out the questions' handout. T demonstrates with ss. Ss checks understanding of instructions. Ss do the questions. Ss check answers. T gives out the answer key
This stage is very important as it allows ss to write their opinions. So T tells ss that now after what they've learned they will write about themselves. T gives out a handwout containing the question: 'write an email to the author of the position statement Mark Tremblay saying if you agree or disagree of what he supports'. T also gives out a handout of useful language for ss: 'In my opinion, I strongly disagree on this particular point because, I think..," T sets time limit. T asks ss to work each on his own. After they finish T asks them to stick their pieces of writing on the wall. T asks ss to move around reading each other's. 2nd step:T asks ss to report: one student reports another s's opinion. Feedback.