Ashraf Hanafi Ashraf Hanafi

Making it big- Reading and speaking
Upper-intermediate level

Description

In this lesson students will learn about reading for gist and reading for specific information .First of all ,I will set lesson context and engage students to activate schemata. By starting with two pictures of two famous brands 'Starbucks Coffee' and “Apple Macintosh". With these pictures I will try to elicit the word from the students . To prepare students for the text and make it accessible. Also to enable the students to learn vocabulary which is essential for the reading.(blocking items).Then I will divide the class into two groups each group will read a different passage (jigsaw) .feedback will be done for the three questions. Students will focus fast reading for gist a sheet of three questions to be answered (for gist) what do you know about these brands? What is their reputation? Are they popular among your friends and family? Followed by feedback “AK” .The next task will be eight questions will focus on reading to locate specific information (scanning). Matching exercise will be given as(cut up) to focus on meaning “finger points of detail” more intensive comprehensive understanding .Finally , students will share all about their article with the other group .

Materials

Main Aims

  • • By the end of lesson ,students will also learn about t reading for gist "skimming" and reading for specific information.

Subsidiary Aims

  • • By the end of lesson, students will use the reading article to develop their ability of speaking.

Procedure

Warmer/Lead-in (4-7 minutes) • To set lesson context and engage students.Also to activate schemata

Start with two pictures of two famous brands 'Starbucks Coffee' and"Apple Macintosh". With these pictures I will get the students interested in the topic ,initial discussion of key themes ,make an explicit link between the topic of the text and students'own lives and experiences .I will focus during the warmer on the important language that will come in the text .

Pre-teaching vocabulary (5-7 minutes) • To prepare students for the text and make it accessible. Also to enable the students to learn vocabulary which is essential for the reading.(blocking items).

I will ask some questions to elicit the vocabulary like who is the competitors of apple company ? Rival /ˈraɪ.v ə l/ noun [ C ] person, group, etc. competing with others for the same thing or in the same area Rapidly /ˈræp.ɪd.li/ adverb increasing fast suddenly Bitterly /ˈbɪt.ə.li/ / adverb in a way which shows strong negative emotion such as anger or disappointment

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

After the students elicit the vocabulary , Students will focus fast reading for gist a sheet of three questions to be answered (for gist) what do you know about these brands? What is their reputation? Are they popular among your friends and family? Followed by feedback “AK”teacher will ask them to read in detail to answer eight questions individually and check the answer in pairs.teacher will give them answer key as feedback.

While-Reading#1 (3-5 minutes) • To Focus on more comprehensive understanding

Matching exercise will be given as(cut-ups) to focus on meaning “finger points of detail” more intensive comprehensive understanding .Finally , students will share all about their article with the other group .

While-Reading#2 (4-6 minutes) • Whil Focus on more comprehensive understanding

Matching exercise will be given as(cut up) to focus on meaning “finger points of detail” more intensive comprehensive understanding .Finally , students will share all about their article with the other group .

Post-Reading(Speaking skill) (5-8 minutes) • Students will practice speaking about international brands as a discussion.

Students will be divided into to groups each one will be a representatives of an international company and will explain more about his company . Each group will tell me more about the other group company ,this is feedback.

Error correction (3-5 minutes) • to correct students' errors during the speaking task

During the speaking task ,the teacher will monitor them without interference and take some notes .At the end of the task teacher will write these errors on board as true or false exercise and ask students to answer it.

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