nour nour

Keeping in touch
Elementary level

Materials

Abc playing cards
Abc motivational cards (my own design)
Abc HOs
Abc WB
Abc pictures
Abc markers
Abc laptop
Abc © Cutting edge elementary book, p.120,121

Main Aims

  • To provide gist and detailed reading practice using a text about ways of communication in the context of keeping in touch

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of keeping in touch

Procedure

Lead-in (5-7 minutes) • To set lesson context and engage students

-T greets the students and asks them about their week and if there any interesting things they did. - T sets the first task by showing the students three pictures of Christopher Columbus's ship, President Lincoln, and Neil Armstrong. Then, ask them: "What do you think are these pictures?" and elicit some answers from them. Next, T sticks the pictures on the W.B and gives them HO1 to answer two questions about these events; "When did these events happen?" and "How long did it take for people to receive the news?". T demonstrates the first one with the Ss. - Ss do the task by reading about every event and answer the questions individually. T monitors and provides help if needed. - Ss check their answers in pairs. - T provides oral feedback.

Prediction (3-4 minutes) • to use Ls’ knowledge of the text topic to guess what it is going to be about

T sets the task by giving them HO2 which is ordering activity; Ss have to order the different ways of communication from the oldest to the newest. Ss do the task by ordering the different ways of communication while T monitors and provides help if needed. Ss check their answers in pairs. T tells them that they're going to read the text to know the correct answer.

Pre-teach vocabulary (4-5 minutes) • To prevent Ls blocking on unknown vocabulary in the questions or answers

T sets the task by telling the Ss that we have to learn some vocabulary before reading. T gives the Ss HO3 and asks them to match the word with its picture and definition. Ss do the task by matching the word with the correct picture and definition. T monitors and provides help. T provides feedback on the board by sticking pictures of the difficult word with the word itself.

Reading for gist (4-5 minutes) • To provide students with less challenging gist and specific information reading tasks

Set the task: T gives the Ss the text to read it to check the order of the ways of communication. Ask ICQ: Are you going to read every word or quickly? Do the task: Ss start to skim the text to find the correct order. T monitors and provides help if needed. Pair work: Ss check their answers together. Feedback: T provides feedback by ordering pictures of the ways of communication on the board in a circle shape and ask Ss: "what are these things?" - Ways of communications- Then, T writes the title in the middle of the circle.

Reading for details (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Set the task: T asks the Ss to unfold the text paper to give them the chance to see the questions and tells them now we're going to read again but to answer these questions. Ask ICQ: Now are you going to read word by word or quickly? -word by word- Do the task: Ss start to read and answer the questions. T monitors the improvement of the Ss and provides help if needed. Pair work: Ss check their answers in pairs Feedback: T provides oral feedback.

FIND PRONOUN REFERENTS (4-5 minutes) • to determine the referent for a particular pronoun

Set the task: T gives the Ss HO6 and ask them to read the sentences and to determine the reference of the pronouns from the original task. Do the task: Ss start to read again and determine the pronoun referents from the text. Pair work: Ss check their answers together. T monitors to check whether the learners are 'on task' or not. Pair work: Ss work in pairs. T monitors and provides help whenever necessary. Feedback: T provides oral feedback.

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

Set the test: T asks the Ss some questions to have a discussion about the topic and to give them the chance to express their opinions. the questions that might be included; What information did you find most surprising? What the thing that you like the best on the topic? and why? what do you think the future is going to be about? If you went back to the past what way of communication do you think would you like it? and why? Do you think people send too many emails and text messages? Do you receive annoying emails or phone calls? Do the task: T starts the discussion by asking the questions and make sure to ask follow-up questions to extend the discussion. Feedback: T corrects the mistakes and praises any good use of the language.

Goodbye activity (10-12 minutes) • to give the Ss the opportunity to say goodbye to each other and to the teacher

Set the task: T asks the Ss to write down things they would never forget about this experience. Do the task: Ss start writing down their memories. Pairwork: T gives the Ss playing cards and ask them to find their partner who has the same number. Ss start working with their partners and sharing their memories. Feedback: T asks each student about his partner's memory. After that, T gives the Ss some cards with motivational memes.

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