Maryam Maryam

living in the past
upper-intermediate level

Description

In this lesson, Ss practice reading for finding details and comprehending the text, Ss are encouraged for cooperative learning since they read different passages in the same context and share their comprehension of the passage with each other, then they use the words they learned to discuss in a group.

Materials

Abc image
Abc g
Abc Presentation Slides

Main Aims

  • For Ss to practice reading to find details and comprehend the passage in the context of living in the past

Subsidiary Aims

  • For Ss to use the vocabulary in the context of living in the past

Procedure

Lead-in (3-5 minutes) • To introduce the lesson context and activate students background knowledge

-T shows an image and write a question on the board -T asks Ss to look at the image and read the question -T puts Ss into groups and asks them to discuss the question -Ss discuss, T monitors -T gets feedback from Ss

Pre-teach vocabulary (8-10 minutes) • To reduce blocking vocabulary and make the text easier to understand

-T shows an image and elicit ideas from Ss for a new word -T asks CCQs -T models and drills the word -T writes the word on the board and shows the stress

While-Reading/Listening #1 (8-10 minutes) • To provide Ss with finding details in the text and comprehending the text

-T writes questions on the board and asks Ss to read them on their own -T asks Ss if they have any queries about the meaning of any words in the questions -T divides Ss into two groups, group Peter and Group Joanne -T asks Ss to take the text related to the name of the group and do not read the other group's text -T Sends the text of Peter into the chatbox and asks group Peter to take the file -T sends the text of Joanne into the chatbox and asks group Joanne to take the file (if the number of students is small, T sends the text privately for each S.) -T asks Ss to read the text on their own and answer the questions -Ss read the text and answer the questions on their own, T monitors -T puts Ss into breakout rooms, group Peter together and group Joanne together -T asks Ss to check their answers with their group members. -Ss check answers, T monitors

While-Reading/Listening #2 (10-12 minutes) • To provide Ss with talking about the text and sharing their comprehension of the text together

-T rearranges the members of group Peter with group Joanne -T asks group Peter to ask questions from group Joanne for 2 min -T asks group Joanne to ask the questions from group Peter for 2 min -T puts Ss into group peter again and asks them to check their answers about the Joanne text with their group members. -T puts Ss into group Joanne and asks them to check their answers about the Peter text with their group members. -Ss check their answers, T monitors -T gets feedback from both groups about the other group text -T asks Ss to read the other text If there is enough time

Post-Reading/Listening (6-8 minutes) • To provide Ss with an opportunity to use the words they learned from the text in speaking

-T writes a question on the board and asks Ss to read it -T puts Ss into groups and asks Ss to discuss the question -Ss discuss the questions, T monitors -T gets feedback from Ss

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