Rania Wahdan Rania Wahdan

TP8
Elementary level

Description

This is a reading lesson. SS will practice reading for gist and for specific information in the context of older people doing extraordinary things. SS have an opportunity to respond to the text and expand on what they've learned through a speaking task.

Materials

No materials added to this plan yet.

Main Aims

  • By the end of this lesson SS will have practiced reading for gist and for specific information in the context of older people doing extraordinary things..

Subsidiary Aims

  • Students will have practiced semi-controlled speaking for fluency as a production activity in the context of older people doing extra ordinary things.

Procedure

Lead-in (3-5 minutes) • To set lesson context and engage students

T: "I'm going to show you some pictures and tell me what you think." "will you be able to do the same thing when you are older?" T shows a pictures of older people doing some very interesting things.

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

T gives instructions to the task. T demonstrates with one of the SS. SS go around asking each other the questions in the task. T monitors and offers help when needed. SS finish and the teacher elicits the interesting ideas from the SS.

Pre-teach Vocabulary (5-7 minutes) • Provide SS with language to prepare them for the reading

T uses ECDW technique to pre-teach difficult vocabulary: retired, hitch-hike, hearse, locust, tornado

Reading for gist (3 minutes) • To provide students with a less challenging gist reading task.

T gives SS the reading text and gives instruction "take a quick look at the reading text and tell me what it is about".

While-Reading (10-12 minutes) • To provide students with less challenging gist and specific information reading listening tasks.

T divides SS into two groups: One group will read about Tudor Bowen-Jones and the other will read about Josie Dew. T shows SS task and gives instructions to both groups: "read the questions, then read the text and answer the questions". T monitors as they read and answer. SS check their answers in pairs. T provides feedback and checks if SS had any difficulty with the task.

Post-Reading - Speaking (productive skills) (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned through a speaking task.

T asks SS to work in pairs and speak about what they wold like to do when they are older. T provides some questions to help the SS with their speaking task. T monitors as SS speak and helps when needed.

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