Yosra Hacha Yosra Hacha

Copy of Reading about stereotypes
Intermediate, B2 level

Description

In this lesson, students will be able to improve their receptive skill of reading. The context is about men and women stereotypes. During pre-reading stage, the teacher will write a few sentences on the board and ask the students to guess who says them and why. Before while reading task, there will be vocabulary pre-teaching in order to clarify some block words which can hinder comprehension of the text. During while-reading stage, students will be divided into two groups as it will be a jigsaw reading. They will read for gist and choose an appropriate title for the text and read for details as each group will answer different set of questions according to their own text. For a post-reading productive activity, students will be paired up from group Men and Women, and will tell their partner about their text, using the answers of questions from while reading exercise. Finally, if time allows students will have a freer speaking activity in which they will be able to reflect upon the text, share their own ideas about men and women stereotypes.

Materials

Abc Answer the questions HO
Abc Answer the questions HO
Abc WB
Abc Reading Text 2 HO, Choose an appropriate title, Answer key
Abc Reading Text 1 HO, Choose an appropriate title, Answer key
Abc Stereotype cards
Abc Answer the questions HO

Main Aims

  • To provide reading for gist and detailed reading practice in the context of the stereotypes about men and women

Subsidiary Aims

  • To provide fluency speaking practice by conversation in the context of the reading texts which are about men and women stereotypes

Procedure

Lead-in (3-5 minutes) • To introduce the lesson and make the context of the lesson interesting

The T. greets the students. The sentences are written on the board. Where are my socks? I can't find them anywhere. We need to talk. You just relax. I 'll organize the summer holiday this year. That wasn't a goal! He was definitely offside. The T. gives the instructions. '' Look at the sentences. Who would probably say each sentence - a man to a woman or a woman to a man? Why?'' The T. elicits the answers from the students.

Vocabulary pre-teaching (4-6 minutes) • To clarify block words from the reading texts

The T. tries to elicit block words from the students. research ''It is a noun used for a detailed study of a subject, it helps to discover information; it can be scientifical or medical; the synonym of this word is examination and testing; starting with r....'' stereotype ''Blondes are stupid; Is it true? (No); what is it?; it's a fixed idea about a particular type of person or thing, which is often not true in reality; starting with s....'' sceptical '' It is an adjective to describe people who have doubts or not easily convinced about something; the opposite of certain; starting with s....'' gossip '' It may be a noun and a verb; to talk about other people's private lives (v); conversation about other people's private lives that might be unkind or not true (n); starting with g....'' trivial '' It is an adjectiveÄ°; opposite of important; having little value or importance; starting with t....'' reduce ''It is a verb; the synonym is increase; make something smaller in amout or size; starting with r......'' The T. writes the words on the board.

Reading for gist (2-4 minutes) • To enable the students to understand the main idea of the text

The T. splits the class into two groups - Men and Women. The T. gives out hand-outs with the texts. The T. gives the instructions. ''Read the text quickly and choose an appropriate title for the text. You have two minutes.'' ICQs: Are you reading each paragraph in detail? (No) How many titles do you choose? (One) How many minutes do you have? (Two) The T. monitors. The students check their answers in pairs. The T. asks the students to unfold the worksheet as there is an Answer Key. The students check their answers in their own groups.

While Reading (10-12 minutes) • To provide students with more challenging detailed reading task

The T. gives out hand-outs. The T. gives the instructions. ''Look at the questions for one minute. Read the text and answer the questions.'' The T. monitors the students to see if they are on the right track. Students check their answers within the group.

Post-Reading 1 (8-10 minutes) • To provide students with an opportunity to communicate closely using their answers

The T. gets students from different groups into pairs. The T. gives the instructions. ''Tell your partner about your text, using the answers from the previous exercise. Don't use the text.'' The T. monitors and takes notes for delayed feedback.

Post-Reading 2 (6-8 minutes) • To provide an opportunity to reflect upon the text by having a converstaion in the context of the texts

The T. gets students into pairs. The T. gives cards with stereotypes about men and women. The T. gives the instructions. ''Discuss the stereotypes with oyur partner. Do you agree or disagree? Why?'' The T. monitors. The T. elicits some answers from students.

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