Andy Andy

Reading for Gist and Specific Information
Upper Intermediate level

Description

In this lesson, students will practice reading for gist and details in the context of mobile phones. Students start off by analyzing an image and discussing in pairs on what they see and notice. Afterwards, students will infer the meanings of two new words based on the given context. Students will then read the text for the main idea, in which they must complete the given chart by filling in the required information. After this, students will read the text for specific details and match the people with their corresponding opinions. Students will then finish class with a communicative exercise where they discuss their opinions on mobile phones.

Materials

Abc Google Slides
Abc Google Form

Main Aims

  • To provide gist and scan reading practice using a text about differing opinions in the context of mobile phones

Subsidiary Aims

  • To provide clarification of lexis in the context of mobile phones

Procedure

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

T shares screen and shows Ss the photo on the Google Slides. T tells Ss: "Look at this picture and think about these questions: 1) What do you see in the photo? and 2) What does this photo say about how we communicate? Take 30 seconds to think about this now." Afterwards, T tells Ss: "Now you will go into breakout rooms to discuss these questions with your partner. You will have 2 minutes" T sends Ss to breakout rooms and then monitors them. After 2 minutes, Ss return to the main room and T picks on students to share.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

T shares screen to the Google Form. T tells Ss: "For this activity, you will read each sentence. Pick the best definition for the bold words. When you are done, send your answers to another person in the chat box. You have 1 minute." T sends Ss the Google Form. Afterwards, T elicits Ss responses for answers: "(Student name), what's your answer for #1?" After eliciting both answers, T asks CCQs: "Did the way we communicate stay the same? (No) Do we use a mobile phone only to call people? (No)" T then covers form: "What type of word is 'revolutionised'? Is it a noun, verb, or adjective? What tense is it in?" and "What type of word is versatile? Is it a noun, verb, or adjective?" After eliciting student responses for these questions, T moves onto pronunciation. T tells Ss: "I'm going to say these words twice, just listen" T models. T: "Now repeat after me." Ss repeat after T and T picks on a few students to say the words. T: "Where is the stress in revolutionised? In versatile?"

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T shares screen to show the text and the Google Slides. T tells Ss: "You will read this text about different people's opinions on mobile phones. After reading it, complete this chart. This chart asks you to find the main idea of what each person says. Work on this individually for 3 minutes." After 3 minutes, T elicit Ss responses on the answers for each section: "Is Chris for or against mobile phones? What is his job? How does his job affect his attitude towards mobile phones?"

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T shares screen to Google Slides (Reading for Details). T tells Ss: "You will now read the text again, but this time you will read for details. On this chart, you will match the people with their opinions." T models on how to drag the answers to the chart. T says: "You have 4 minutes to do this individually." After 4 minutes, T tells Ss: "You will now go into breakout rooms and discuss your answers with your partner for 2 minutes." T sends Ss to breakout rooms and monitors them. After 2 minutes, Ss return to the main room and T elicit Ss answers.

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

T shares screen to Google Slides and tells Ss: "For this last activity, you will go into breakout rooms and discuss these two questions with your partner: 1) Which of the opinions do you most agree with? and 2) Would you say that the mobile phone is a good or a bad invention? You have 4 minutes to discuss" T sends Ss to breakout rooms and monitors. After 4 minutes, Ss return to the main room to share their responses. T follows up with DEC.

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