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Moving
Intermediate level

Description

The lesson starts with a discussion about the theme of the text, followed by a jigsaw reading where the students interact with the text in order to read and relate to it according to their own life experiences. Finally there's a controlled practice of gap filling, and a free practice where the students brainstorm their ideas about the text.

Materials

Abc Handouts

Main Aims

  • To provide gist and scan reading practice using a text about sudden change and big life decision in the context of Moving in the context of Moving

Subsidiary Aims

  • To expose the students to new vocabulary items they may not be familiar with, and get them understand their meaning through the context.
  • To get the students develop skimming and scanning skills to get specific information in texts.

Procedure

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

-Talk about your own experience (Anecdote) of moving to set in context. -Ask the students if they have ever had to change the place where they live and travel to a different place or a city. Gather some answers. -Ask the students to discuss in pairs their feelings about this life experience. -After one min ask some of the students to report back about their partner.

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

- Elicit some of the keywords related to the topic of the text and write them on the board as a reference. Take 5 min to gather as much words as possible. CCQs: What do we mean by redundancy? is it something positive or negative? - Write some of the keywords you have gathered and their meaning in different order, then ask the students to match the words to their definition. Allow 2 min of pair discussion. ICQs: Are you going to work alone? No Do you have 2 min to work? yes. - Ask for feedback and allow students to write down the right answer on the board.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Read the question to the student and then give them 5 min to read the text individually and ask them to answer the questions on exercise number 1. ICQ: Are you going to read one paragraph? NO Are you going to work alone? Yes. -Conduct a FB by asking the students to read their answers and write down the answers on the board to allow students to correct possible mistakes

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Take 1-2 min to grab the ss attention to the missing lines in the text and then ask them to do exercise 2. - Allow the students 5-8 min to work in pairs, then ask them for feedback. ICQ: Are you going to work alone? No. Do you have have 8 min of work? Yes. -Take 5 min to collect answers and try to Concept check if the students understand the difficult words in he text.

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

-Allow the students 5 min to work on the last exercise. Ask them to work in groups of 3-4 and then ask the students to report back the FB. -Conduct a WCFB - Wrap up the class by delayed misspelling correction.

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