adelio raimondi adelio raimondi

Copy of Chapter 4 Has exercise always been important?
A2 - Reading 2 level

Description

Students learn the Past tense /d/, /t/, and /ıd/ sounds through the text (Has exercise always been important?) Students will learn pre-teaching vocabulary through pictures; Ss will also learn descriptive adjectives, identify the cause and effect and irregular past tense verbs.

Materials

Abc Oxford 2000
Abc Book
Abc Projector
Abc Reading 2 Audio
Abc Oxford 2000

Main Aims

  • By the end of the lesson Ss will be better able to find the main idea of a paragraph and a reading text. Skim for main ideas and scan for supporting details.

Subsidiary Aims

  • To provide practice and clarification of language used for for the three possible ending sounds for regular past tense verbs /d/, /t/, and /ıd/

Procedure

Warmer/Lead-in (5 minutes) • To set lesson context and engage students

Show first visuals of people exercising. Ask Ss to make predictions about the topic. Show second visuals of the same people. Ask Ss to describe if their prediction was proved right or wrong.

Pre-teaching vocabulary (12 minutes) • Provide the Ss with the keywords to help them understand the reading text in the CB.

Show first visuals of Activity A p58: people doing exercises. Ask Ss to work in groups. Elicit answers on the WB. Ask Ss in groups to answer Activity B p59 (Look at each picture. Complete each sentence with a word from the box). Elicit answers on the WB Ask Ss in groups to answer Activity C: Complete the paragraph with the words from the box. You won't use two of the words. Elicit answers on the WB

Pre-Reading #1 Preview the Text (5 minutes) • To prepare students for the text and make it accessible

Activity D p60: Ask Ss to look at the picture on page 62 and write a short answer to each question in group. Activity E p60: Look at the text on page 62 and write a short answer to each question in group. Elicit the answers on the WB.

Pre-Reading #2 Sounds of English (5 minutes) • To prepare students for the text and make it accessible

Spelling Connection A: There are three possible ending sounds for regular past tense verbs: /d/, /t/, and /ıd/. Model the pronunciation then ask Ss to drill the words in the box. B: Listen to the simple past verbs. Circle the ending sound that you hear.

Pre-Reading #3 Make Connections (5 minutes) • To prepare students for the text and make it accessible

Text to Self p61 Activity A Activity B Ask Ss to work in a group Ask Ss to skim the Reading 1 text p62 Elicit the main idea and what supporting details are, where the main idea is usually found.

While-Reading #1 (20 minutes) • To provide students with less challenging gist and specific information reading tasks

Ask the Ss to work in groups and skim the text. (1 minute) A: Read the text. İf you don't understand something, look back and ahead a few words to see if that makes the meaning clearer. (10 minutes) B: Check your understanding: Write three examples of exercise in the past. (2 minutes) C: Descriptive Adjectives: Read each set of words. Circle the word that is NOT a descriptive. (3 minutes) D: Look at the words you circled in Activity C. What part of speech is each word? Write the word and the part of speech. (2 minutes) Elicit answers from Ss (2 minutes)

While-Reading #2 (8 minutes) • To provide students with less challenging gist and specific information reading tasks

Identify Cause and Effect p 63-64 Activity E p64: Look at the text on page 62. Find and underline an example of each word or phrase. Then Then write the cause and effect. Elicit answers from Ss.

While-Reading/Listening #3 (22 minutes) • To provide students with less challenging gist and specific information reading tasks

Skim the Reading 2 text. (1 minute) Activity A: Ask Ss to listen to the audio and read along. (4 minutes) Grammar in the Readings: Notice irregular past tense verbs in the readings. Activity B: Check your understanding: Write four effects of exercise in group. (3 minutes) Vocabulary Strategy: Descriptive Adjectives p66: Activity C: Ask Ss to work in groups to complete the sentences with the words from the box. (5 minutes) Reading Strategy Activity D: Ask Ss to work in groups. Look at the text on page 64. (3 minutes) Elicit answers from Ss. (1 minute) Find and underline an example for each statement or a phrase. Then write the cause and effect. Elicit answers from Ss. (5 minutes)

While-Reading #4 Make Connections (9 minutes) • To provide students with less challenging gist and specific information reading tasks

Text to Text p67 A: Read each sentence. Does it describe Reading 1, Reading 2, or both? Write the letter of each sentence in the Venn diagram. (3 minutes) Elicit answers from Ss. (1 minute) B: Complete each sentence with information from the Readings. Different answers are possible. (3 minutes) Ss to check their answers with their group. (2 minutes)

Post-Reading (7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Summarizing and Retelling Activity A p68 Complete the sentences with the words from the box. Then read the sentences to a partner to summarize. (6 minutes) Give Ss the answer key. (1 minute)

Wrap-Up (7 minutes) • To help the Ss to reinforce what they have learned

Make Connections: Text to World p69 Activity A: Ask each student to answer the questions. (5 minutes) Activity B: Talk about your answers from Activity A with a partner. Look at the Oxford 2000 keywords on page 133 and find five words to help you. (2 minutes)

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