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Module 4: Science and Technology- Section 3- Reading
3rd form- Science level

Materials

Abc Student's book pages 126-129
Abc A3 paper for barinstorming

Main Aims

  • By the end of the lesson, students will be better able to read for gist and for specific details with particular attention paid to compound adjectives in the context of science and technology.

Subsidiary Aims

  • Collaboration and communication: as the lesson is based on jigsaw reading, students will work in groups and collaborate in order to achieve a full understanding of the six different articles.
  • Highlighting and clarifying compound adjectives through a guided discovery.

Procedure

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

Elicit the topic and vocabulary taught in the previous lesson. -> Genetic engineering

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

Students (SS) brainstorm any vocabulary item related to science and technology. Teacher (T) draws on the board two spidergrams around science and technology. T elicits two examples from each category as a demo. 1. The class in divided into 6 groups. 2. Each group of four is provided an A3 paper to complete the spidergram. 3. Students exchange their work to add more items. 4. Students hang their work on the wall.

While-Reading #1 (10-12 minutes) • To provide students with a gist reading task

1. T writes on the board 6 different headlines and draw the students' attention to their meaning. 2. SS look at these 6 different headlines and predict what are the articles about. 3. Following a jigsaw reading, every group will read one extract from an article and match it with its corresponding headline. 4. As a follow up activity, SS briefly explain the main idea of the extract that their group read and justify their choice of the headline.

While-Reading #2 (14-16 minutes) • To provide students with a reading for details and inference tasks.

1.In groups, students answer true or false questions and provide a brief justification from the text. ( T-T-F- NM- F-T-T-NM) 2. Through a matching activity, SS decipher the meaning of some vocabulary items from the articles they read. (E. page 129) 3. Students can go back to the spidergrams and add more vocabulary items related to science and technology. (this activity can also be done orally). 4. In the same vein, as the students are exposed to new vocabulary, T draw their attention to the compound adjectives on page 130. Through a guided discovery, students complete the rules.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In pairs, students discuss the following quote: "Science and technology, coupled with improved human capital have been powerful drivers of positive change."

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