Tulay Senyuzlu Tulay Senyuzlu

TP3
INTERMEDIATE level

Description

In this lesson students will be able to read for gist and then through added practice will be able to read for detail

Materials

Abc Reading Text Introduction part
Abc Projector
Abc Interview questions
Abc FLASH CARDS
Abc Worksheet

Main Aims

  • By the end of the lesson SS will be provided reading for gist practice using a text about school subjects in the context of Back to school for accuracy of the use of the Past Simple Tense

Subsidiary Aims

  • By the end of the lesson students will be able to practice speaking for accuracy in the context of school subjects using the past simple tense.

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

To prepare the students to the context of education, I will ask them their favorite school subjects.

Pre-Reading/Speaking (6-7 minutes) • To prepare students for the text and make it accessible

To activate students' schema about the topic that they will read, I will give the questionnaire separate to the worksheet. Exercise 2D Students will to ask back ground information about education in pairs using the questionnaire provided, once finished they will change pairs and this time answer the questions to the questionnaire.

Pre-Reading /Speaking Task 2 (1-2 minutes) • To interrogate students to the picture with the reading text.

Students will be able speak about their ideas of the picture in the reading text worksheet and answer the question 'What is unusual in the picture?' Picture will be shown through the projector. Ex. 3A

While-Reading/Speaking #1 (2-3 minutes) • To provide students with less challenging gist tasks

Students will be able to read the writing texts introduction to understand the gist of the paragraph and answer the question, Why did Damian Whitworth go back to school? Only introduction part will be given to students in order not to confuse and avoid them reading the whole text as they would usually do. Ex: 3 B

While-Reading/Speaking #2 (5-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/speaking tasks

Students will be able to get a global understanding of the text. Students will be informed to ignore the blanks. and only answer this question that I will write on the board: ' Does he think school is harder or easier now?' Ex: 3C

While-Reading/Speaking #3 (10-12 minutes) • Students will be able to read for detailled comprehension

Students will read the text again and put the phrases into the blanks in the text. Then they will check their answers with their pairs. Feedback will be made with whole class making sure the students have completed the blanks according to comprehension. Ex: 3D

Contextualized guessing (4-6 minutes) • Students will be able to guess the highlighted words in the text.

Students will guess the meaning of the highlighted words by using the contextual clues to match the highlighted words to the sentences A-H . Then as feedback I will present the flash cards I prepared to elicit the meaning for students to match the highlighted words. Ex:3D

Post-Reading/Speaking (3-5 minutes) • To provide an opportunity to respond to the text and expand on what they've learned

Students will be able to compare the school system with their own school system. Then we will have whole class feedback. Ex: 3F

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