Marwa Abdullah Marwa Abdullah

Reading / Milestones around the world
Upper Intermediate level

Materials

Abc Activity handout 1
Abc Activity handout 2
Abc Spinning wheel
Abc Check the correct milestone handout
Abc Matching handout
Abc vocabulary cards
Abc White board
Abc Powerpoint
Abc Computer

Main Aims

  • To provide gist, scan, detailed and inference reading practice using a text about Milestones around the world in the context of life events.

Subsidiary Aims

  • To provide clarification and practice of milestones celebrations.

Procedure

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

- T asks ss "Do you like celebrations? what are the life events do you celebrate? what is the last life event have you celebrated?" - T divides ss into pairs according to " Clock partner Technique" .Then , T asks them to sit down back-to-back. T gives different pictures to each student of each pair in order to explain them to his/her partner who should write down what he /she listening to. then each pair will think together of forming a situation that describes both pictures. -T asks ss to speak about the situation.

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

T highlights the word "milestone" and gives the meaning by referring to the situation they explained, then T drills the word highlighting the stress /'milestone/ T uses CCQs to check students' understanding. - Does it refer to a significant event? Yes. - Can we consider graduating from college a milestone? Yes. T divides ss into two groups and gives each group cards with words on them . T asks ss to order these cards in order to form a quote of Nelson Mandela about celebrating milestones.

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

T divides ss into four groups out of 3 for jig-saw reading. T asks ss to read the questions for 1 min. T gives ss 3 parts of the text to each group ,and asks them to read and discuss quickly and answer questions individually, then check answers with their groups . (Gist-reading) Where does each milestone take place? Who is each milestone for? (scan-reading) T gives ss matching handouts Find these words ,then match each word with its meaning. 1. plenty a. thrown in different directions 2. scattered b. prove 3. spectacular c. throw 4. hurl d. very exciting to look at 5. demonstrate e. more than enough

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

(close-reading) T gives ss handouts to check the correct milestone. Check the correct milestone(s) for each description. El sebou' La quinceanera land diving 1. The person's family participate ( ) ( ) ( ) 2. There is a religious ceremony ( ) ( ) ( ) 3. Children carry candles ( ) ( ) ( ) 4. The event is dangerous ( ) ( ) ( ) 5. The event requires special clothing ( ) ( ) ( ) (Inference reading) T ask ss to answer this question Why do you think people celebrate milestones like these?

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

(Language system) T highlights the new vocabulary out of the text,focusing on meaning , pronunciation and form. (Hurl,Scattered,Demonstrate,Spectacular,Plenty) T gives ss gap fill exercise on the target vocabulary using spinning wheel game . (production) T gives ss a speaking activity to discuss in pairs. - In your country, how old are people when these things happen? How do they celebrate them? - Get married - Graduate from college - Retire

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