Youssef Gergis Youssef Gergis

Keeping in Touch
Elementary level

Description

In this lesson, Ss will learn about the development of communication methods. The lesson starts with an introduction to the ways of communication through history. Then, Ss will read a passage about six phases of communication. After that, Ss will discuss the topic in a speaking activity. Finally, the lesson ends up with a goodbye activity to give them the chance to recall good memories and share them with their partners.

Materials

Abc Handout
Abc Pictures
Abc © Cutting edge elementary book, p.120. 121

Main Aims

  • To provide gist, scan and detailed reading practice using a text about Ways of communicating through ages

Subsidiary Aims

  • To provide clarification of Words of ways of communicating
  • To provide fluency speaking practice in a conversation in the context of ways of communicating

Procedure

Warmer/Lead-in (4-6 minutes) • To generate interest in the topic of the lesson

Before Ss come into the class, I will write on the board "Welcome to the Time Machine" . I will also stick some photos of ways of communication on the walls. After Ss come in, I will ask them to take a look around the class and guess the topic of the lesson. After that, I will ask them to work together and arrange the pictures from old to new. The pictures will include "a Messenger, a pigeon, a postman, an old telephone, a smartphone"

Pre-reading #1 (set the context) (4-6 minutes) • To generate interest in the topic of the text.

Set the task- I will ask the Ss to look at pictures A-c and answer the following questions "When did these events happen? How long did it take for people to receive the news?" Do the task- Students will answer the question and I will monitor their progress. Students will check answers in pairs. I will give oral feedback.

Pre-reading #2 (Pre-teach vocabulary) (5-7 minutes) • To prevent Ls blocking on unknown vocabulary in the questions or answers

I will set the task by telling Ss that we are going to learn some vocabs before reading. I will give the Ss a matching exercise, Ho1, that has some of the blocking words in the text. Ss will check in pairs and I will give oral feedback.

While reading #1 (Reading for gist) (5-7 minutes) • To give Students a reason to read at a general level

I will set the task by asking Ss to read quickly and answer the following question "Is the text about a- The past, b-The present, c. The past, present d. The past, present, and future. I will write the question on the board. I will ask the following ICQ "Are we going to write anything?"- No "Are you going to read every word or quickly?"- quickly. After that, Ss will check in pairs and I will give oral feedback.

While reading #2 (Reading for specific information) (5-7 minutes) • To give students a reason to read for individual items of information

I will ask the Ss to order the ways of communicating in exercise 2 from the oldest to the newest without looking at the text. ICQs: Are we going to start with the oldest or the Newest?"- The oldest "Are you going to use the text?" - No Do the task- Ss do the task and I will monitor. -Ss check in pairs. - After they finish, I will ask Ss to read the text and check their answers.

While reading #3 (Reading for details) (7-9 minutes) • To give Ss a reason to read at a detailed level

- I will tell the students that we are going to read again but this time to answer the questions in exercise 3. -I will ask ICQ: Now are you going to read word by word or quickly? – word by word- Ss will start to read and answer the questions. I will monitor the improvement of the Ss and provide help if needed. -Pair work: Ss check their answers in pairs -Feedback: I will provide oral feedback.

While reading #4 (find pronoun referent) (4-5 minutes) • To determine the referent for a particular pronoun.

Set the task: I will ask the Ss to read the sentences in exercise 4 and to determine the reference of the pronouns from the original text. I will demonstrate the first one with them. -Do the task: Ss start reading again and determine the pronoun referents from the text. -Pair work: Ss check their answers together. I will monitor to check whether the learners are working or not. -Feedback: I will provide oral feedback.

Post-Reading (Speaking) (6-8 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learned

-Set the test: I will ask the Ss to work in pairs and discuss the three questions in exercise 5 -Do the task: Ss will start speaking in pairs and I will monitor their progress. -Feedback: I will correct the mistakes and praise any good uses of the language.

Goodbye activity (3-5 minutes) • to give the Ss the opportunity to say goodbye to each other and to the teacher

-Set the task: I will ask the Ss to write down things they would never forget about this experience. -Do the task: Ss start writing down their memories. -Pair work: I will ask the Ss to work in pairs and share their memories. -Feedback: I will ask each student about his partner's memory.

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