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Vacation posts
Elementary level

Description

In this lesson, learners will focus on receptive skills of reading and sub skills of reading for gist, and for details in the context of vacation posts. For the lead-in part, the class will open with a question about the last vacation the ss had and what they did during the vacation. After that ss will be introduced to the vocabulary necessary for clear understanding of the blocking words in the text. There's going to be a self-made exercise for matching words with their definitions. Then ss will be handed the copies to look at the photos and try to predict what is the idea behind. For the Gist part, the ss will work on exercise A, whereas exercise B is for specific information tasks. There's going to be another added self-made exercise for the detailed task, and then a follow up to wrap up the course.

Materials

Abc Handouts 3
Abc Handouts 2
Abc Handouts

Main Aims

  • To provide gist, scan and detailed reading practice using a text about vacation posts

Subsidiary Aims

  • Introduce the students to new vocabulary items related to vacations

Procedure

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

- Open the class by asking the students about their last vacation and whether they enjoyed it or not. Gather some answers. - Ask the students to discuss in pairs the following question: If you can go to a different country for a vacation, where would you go, and why?. Give them 2 min and then ask one 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

- Chest the handout#2 and ask the students to work in pairs to match the words to their definitions. Give them 3 min to work and then ask them to compare their answers with the group before conducting a FB. ICQs: Are you going to work alone? No Do you have 5 min to work? No, 3min. -Chest the handout#1 and draw the ss to the picture and ask them where do they think these places are located.

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

- Chest the handout#1 and ask the ss to read the text and work on exercise A individually. Give them 5 min before asking for a FB. Play a background music to indicate the time and tell them that they should stop working when the music stops. ICQs: Are you going to work in pairs? No. Will you continue working after the music stops? No. - Ask them to compare their answers before asking for FB.

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

-Chest the handout#1 and draw the ss attention to exercise B, then ask them to work in pairs to answer the questions. Give them 4 min to work on the exercise. Indicate time by picking a song from the internet as a background timer. ICQs: Are you going to work alone? No. Are you going to continue working after the music? No. -Conduct FB. -Handout the extra exercise on Handout#3 and ask the ss to change their positions so they can have a different partner. Give them 4 min before gathering answers.

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

-Ask the ss to stand up and mingle around the class and ask each other this question: Where do you want to go in your next vacation?. - Wrap up the class with some delayed error correction if necessary.

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