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Reading Lesson
Elementary, A1 level

Description

In this lesson, students will read for gist and details related to a text about uniforms in jobs. The lesson starts with discussion about uniforms in jobs and a matching activity. This is followed by another matching activity where students match words with some pictures, and by vocab analysis part. Next, students read the text for gist, specific information and details. Finally, there is some free practice via a speaking activity in the last part.

Materials

Abc Latham-Koening, C., Oxenden, C. and Seligson, P. English File Elementary Student's Book, P. 23 Ex.6
Abc Google Images

Main Aims

  • • To provide students with practice in reading for gist and details in the context of uniforms in jobs.

Subsidiary Aims

  • • To provide students with practice in speaking for fluency

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

I'll greet the students firstly. I'll start the lesson by asking some questions to the students about the yesterday's topic which was jobs; for example, "Do you remember what we did yesterday?" and "what was the lesson about?". I'll elicit some answers. Then, I'll show them some photos in which there are some uniforms belonging to some jobs and I'll ask them to guess which jobs the uniforms belong to. Next, I'll elicit the answers from the students.

Pre-Reading (8-9 minutes) • To prepare students for the text and make it accessible

I'll tell the students that "you will work individually and match the words with the pictures. Then, you will check your answers with a partner next to you. You have 1 minute." I'll do the ICQ, set the time and give them the handouts. After they finish the task, I'll elicit the answers from them by nominating different students. I'll write the words on the board as soon as I elicit them from the Ss. Then, I'll convey the meaning by explaining and ask concept checking questions for the first word. After that, I'll give the pronunciation and stressed syllable. I'll do the same for all of the words one by one. comfortable 1. Do I feel good? (yes) 2. Do I feel relaxed? (yes) 3. Is it positive or negative? (positive) jacket 1. Can we wear it? (yes) 2. Do we feel cold when we wear it? (no) 3. Is it for the upper or lower part of our body? (upper) with the help of body language trousers 1. Can we wear it? (yes) 2. Is it for the upper or lower part of our body? (lower) with the help of body language 3. Is it short or long? (long) get dressed 1. Do I wear something or take off something? (wear) 2. Do I do it before I go out? (yes)

While-Reading #1 (3-4 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I'll tell the students that "now you'll do another activity. There are 3 people in photos. You will read the text quickly in 1 minute and match the photos with each paragraph. Then, you will check your answers with a partner." I will do the ICQ and set the time. I will give them the handouts. When they finish, we will check the answers. If necessary, I'll ask for justification for their answers. Students may not know the words for the jobs in the photos, especially "a flight attendant" and "a chemist". Therefore, I could convey the meaning of these words by explaining and eliciting. A flight attendant 1. Does he use a plane? (no) 2. Is he a waiter on a plane? (yes) Chemist 1. Does he make drugs/pills/medicine? (yes) 2. Does he sell drugs/medicine? (yes) 3. Does he treat people? (no)

While-Reading #2 (6-7 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

I will tell the students that "you will do another activity now. This time you will read the text in detailed and you will complete the gaps in the paragraphs with the sentences in the box; a, b or c. You have 4 minutes to do the activity." I'll do the ICQ by asking "what will yo do now?" and then set the time. I will give them the handouts. When they finish the task, I'll ask them to check their answers with a partner as quickly as possible. Next, I'll check the answers and ask for justification for each answer.

While-Reading 3 (9-10 minutes) • To provide students with more challenging detailed and comprehension reading tasks

I'll tell the students that "now we have one more activity about the reading text. You will work individually again. You will read the text carefully and in a detailed way, and then you will answer 6 questions in 6 minutes." I'll do the ICQ by saying "what will you do now?" and set the task. Then, I will give them the handouts. After they finish answering the questions, I'll ask them to check their answers with a partner as quickly as possible. Next, I will check the answers by nominating some students and ask for justification if necessary.

Post-Reading (11-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will tell the students that "now let's do some speaking. This time you will work in pairs and ask questions about uniforms to each other and answer them. You can give more information if you like. You have 3 minutes" I'll do the ICQ by asking "what will you do now?", set the time give them the handouts in which there are some questions. Then, when they finish the task, I'll tell them "now you will change your partner. You will ask questions to your new partner about your old partner and answer them in 3 minutes." I'll check if they have understood the instruction clearly by doing the ICQ "what will you do now?" and set the time. After they finish the task, I will get their opinions and discuss the questions altogether if there is extra time.

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