Jessica Jessica

TP1 LP_Reading_09082020_45min
Upper Intermediate level

Description

This is a reading lesson where the intention is to provide Ss with opportunities to develop skills and to interact with an authentic text.

Materials

Abc ZWhiteboard: Productive Task
Abc ZWhiteboard: Lead-in questions
Abc Text

Main Aims

  • To provide gist and detailed reading practice using a text about the future of the English language

Subsidiary Aims

  • To provide clarification of "enthusiasm," "interaction," and "phenomenon"

Procedure

Warmer/Lead-in (6-7 minutes) • To set lesson context and engage students

SETTING THE STAGE (2 minutes): - Students are presented with two questions: 1) "How long have you studied English?" 2) "Why do you study English?" - Students are informed they will discuss the two questions in breakout rooms for 2 minutes - Students are asked, “What will you discuss?" "For how long?" (CCQs) - Students are sent the questions through the Zoom chat TASK (2 minutes): - Students are sent to breakout rooms to discuss the questions - Students are monitored by the teacher POST-TASK (2-3 minutes): - Students are returned to the main room for open class feedback (OCFB) - Students are nominated and encouraged to share responses from their breakout room group - Students are provided with delayed error corrections (DEC) if necessary

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

SETTING THE STAGE (2 minutes): - Students are presented with the following four sentences (and corresponding images) using Google Jamboard/ Zoom whiteboard (https://jamboard.google.com/d/1NzWz0dNdmX0E1m30dvn4bupf9508ziKOxLLlaC4CO8k/edit?usp=sharing): 1) "The natural __ (*phenomenon) occurs when lightning strikes the Sakurajima volcano in Japan" 2) "The __ (*interaction) between group members was a bit chaotic" 3) "The herb-drug __ (*interaction) made her feel ill" 4) "They were filled with __ (*enthusiasm) for science" TASK (4-5 minutes): - Students are nominated to fill-in the gap in each sentence - Students are asked to identify the function of all three vocabulary words (*nouns) - Students are asked to identify which word is uncountable (enthusiasm) - Students are asked to identify how many syllables are in each word (*enthusiasm-5, interaction-4, phenomenon-4) - Students are asked to identify the main stress in each word (*enTHUsiasm, inteRAction, PHEnomenon) - Students are provided a natural oral model for each word - Students are encouraged to repeat after the teacher (drill)

While-Reading/Listening #1 (7-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

SETTING THE STAGE (2 minutes): - Students are informed that they will soon receive a link in the Zoom chat box to a Google Form (https://forms.gle/LAh3TecwjhedHjbm6) where they will read a piece of text quickly for 3 minutes and give it an appropriate title - Students are presented with the Google Form via Share Screen - Students are informed they should type their title in the Google Form and then paste it in the chat box for open class feedback (OCFB) - Students are asked, "Is this an individual task?" "How long do you have to read the text?" "What will you do after you've read the text quickly?" (CCQs) TASK (3 minutes): - Students are sent the link to the Google Form - Students read and type in their title POST-TASK (2-3 minutes): - OCFB - Students are nominated and encouraged to justify their responses

While-Reading/Listening #2 (9-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

SETTING THE STAGE (2 minutes): - Students are informed that they will soon receive a link in the Zoom chat box to a Google Form (https://forms.gle/7t9836aT8nVS3CsZ9) where they will read a piece of text carefully for 5 minutes and answer 5 questions - Students are presented with the Google Form via Share Screen - Students are informed they should take a screenshot of their answers OR keep their browser tab open for open class feedback (OCFB) - Students are asked, "Is this an individual task?" "How long do you have to read the text?" "What will you do after you've read the text carefully?" (CCQs) TASK (5 minutes): - Students are sent the link to the Google Form - Students read and answer questions POST-TASK (2-3 minutes): - OCFB - Students are nominated and encouraged to justify their responses

Post-Reading/Listening (7-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

SETTING THE STAGE (2 minutes): - Students are presented with the following questions: 1) "How important is English for employment opportunities in your country? Give examples." 2) "Do you think Globish will become more important than standard English? Why or why not?" - Students are asked to think about the questions - Students are asked to write their answers on a piece of paper or separate word document - Students are informed they will discuss the questions and their answers in breakout rooms for 3 minutes - Students are asked, "Is this an individual task?" "What will you discuss?" "How long do you have to discuss the questions?" (CCQs) TASK (3 minutes) - Students are sent to breakout rooms - Students are monitored by the teacher POST-TASK (2-3 minutes) - OCFB - Students are nominated and encouraged to justify their answers - Students are provided with DEC if necessary

Extension: Delayed Error Correction (0-5 minutes) • To provide students with an opportunity to learn from mistakes and ask for clarifications

- Students are provided with DEC throughout the lesson if deemed necessary - Students are provided with DEC for errors not corrected earlier - Students are allowed to ask for clarifications

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