Marius Marius

TP 7: Reading
Elementary level

Description

In this lesson the learners practice reading for gist and detail within the context of describing cities/towns. Pre-Teach vocab is done on adjectives to assist the learners in forming proper descriptive statements. For gist they are given a Scrambled Sentences Task where they match the info with the correct city/town. The Controlled Task is a True/False & Multiple Choice Worksheet. Freer Practice they are asked to practice writing about any city they like in a brief paragraph.

Materials

Main Aims

  • To provide reading practice for gist and detail using a text about describing one's city/town.

Subsidiary Aims

  • To provide clarification and review of adjectives in the context of describing a city/town of interest
  • To provide product writing practice of a brief paragraph in the context of describing a city/town of interest.

Procedure

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

Teacher introduces himself to the class. Script: "Hello everyone! My name is Marius. Can you say my name? (wait for response) Teacher shares their screen with the class ensuring that all students can see their screen. Teacher begins reading a text briefly describing their own city. Ensure to use ample adjectives with graded language appropriate to learner levels. Ensure the text is not lengthy and simply gives an example of what is to come in the lesson. Teacher instructs class to speak about their own cities. Learners are instructed to state one thing they like and one thing they do not like about their city Script: "This is my city (reads text)...Ok, now tell me about your city. Tell me ONE thing you like and ONE thing you do NOT like about your city" Teacher calls on responses from some students, enough to engage the class.

Pre-Teach Vocab (8-12 minutes) • To prepare students with the necessary vocabulary for the text

Teacher shows the learners four (4) nouns with gaps placed before them. Script: "What words can we use here?" Teacher waits 4-6 seconds for any responses. Teacher writes the correct adjectives suggested by the learners in the spaces before the nouns. Teacher then shows the learners the previous text of their own city. Script:"Please read this one more time." Teacher calls on specific students to read one sentence each until done. Script: "Do you see any familiar words we just used before? Point them out to me." Teacher uses Annotations on Zoom or highlighting on Google Slides to identify the adjectives. Teacher performs a model, elicit and drill for pronunciation of these adjectives using the phrases they are in and eliciting their meanings with short concise questions. Script: "What does 'beautiful' mean? Is 'busy' an adjective in this sentence?"

Reading for Gist (8-10 minutes) • To provide students with less challenging gist reading task.

Teacher separates the learners into 2-3 groups using Breakout Rooms. Each group member is noted as to which room they belong to. Each Group is given a specific text so each group member is to receive the appropriate text for the group they belong to (Example: Group 1 - Jane & Mike. Group 2 - John & Henry. Therefore all Group 1 members get the Group 1 text and all Group 2 members get the Group 2 text). Learners instructed to complete the reading in 1 min 30 secs. When done, the learners are asked to describe their text. Teacher chooses a member from each group to speak. This is done to compartmentalize the information and split up the task. As the text is made of 3 parts the learners may mix the information and become confused. By solidifying one text the learners will feel better prepared for the second chunk of information to come. The teacher then gives the Google Doc containing all 3 texts and instructs the learners to read the remaining two texts in 3 mins. A Google Jamboard for the respective group is given to all members of the group.(Example: Group 1 - Jane & Mike. Group 2 - John & Henry. Therefore Group 1 gets the Group 1 Jamboard and Group 2 gets the Group 2 Jamboard) This is done so there can be less TTT and more student centered learning in the task. The learners can assist each other on the task and the teacher is not needed. The teacher performs a model and instructs the learners that they have 2 mins to complete the task. Teacher places the groups back into Breakout Rooms. Teacher monitors and performs OCF when completed.

Reading for Detail (6-8 minutes) • To provide students with more challenging detailed reading tasks.

Teacher instructs learners to read all three (3) texts again and answer the questions in the Google Forms provided. Script: "Please read all three texts and answer all questions in this worksheet." Teacher gives learners a Google Forms link via Zoom chat. Teacher models the first question for the learners and instructs them that they have to complete the task in 4 minutes. ICQ Script: "Are you only reading right now and answer questions later?" No Read and Answer. Click submit when finished. Begin." When completed teacher performs OCF.

Freer Practice (6-8 minutes) • To provide with an opportunity to produce a text and expand on what they've learned

Teacher instructs learners to write a very brief paragraph of any city which they visited or wish to visit. Script: "Write a brief paragraph about any city you have visited or want to visit. Write about things you like and do not like. Describe your city as best as you can. I can show you." Teacher writes a brief description on Google Slides of any city that comes to mind using graded language and ensuring the presence of previously introduced adjectives. Teacher states that learners have 6 minutes to write this. Place learners in Breakout Rooms to increase learner comfort and so they may assist each other in writing. Teacher monitors learners as they write and records any errors during conversation for later DEC. When completed, teacher asks learner to read what they wrote. Teacher performs DEC where necessary. [Flexi Task is available if time permits] Teacher shows text to all learners. They are instructed to read it for 2 minutes. learners as a full class answer the 3 questions posed regarding the text.

Web site designed by: Nikue