English Lesson Planner | Reading: skim/gist

Ahmed

Reading: skim/gist - inferring meaning - Intermediate level

Reading: skim/gist - inferring meaning
Intermediate level

Description

In this session SS will practice reading for gist and reading to get detailed information from a text about living on a desert island. By the end of the lesson SS will have their reading for gist and reading for detailed information improved.

Materials

No materials added to this plan yet.

Main Aims

To provide gist and detailed reading practice using a text about living on a desert island in the context of adventure

Subsidiary Aims

To provide fluency speaking practice in a conversation to compare with a partner using most/least in the context of adventure

Procedure (38-54 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students and to generate interest in the topic

T shows a comic photo of Tom on a desert island from Tom and Jerry cartoon. 1st slide (T-Ss) : Where is Tom? ( SS probably say on a desert island). What will you do if you were Tom? What would you miss? ( discuss in pairs) (Ss-Ss) (T-Ss): Open pair class feedback - T asks some of the students what would they miss.

Pre-Reading (teaching vocabulary) (10-12 minutes) • To prepare students for the text and make it accessible

2nd slide: photo of pastries. T elicits from ss the word (What do you see?) if ss did not know the answer, T tells ss it starts with the letter P. probably ss say pastry or pastries. If not T provides them with the TL vocab. T conducts (FP) stress - pronunciation / drill with ss. 3rd slide: photo of a man on a desert island T elicits the word (cut off) from ss if they do not know the answer, T gives the synonym (alone) and tells ss it starts with c. If ss don't know then T moves to the next part (MFP) and M: to be away from the world. F: T writes the word on the board. P: T shows the stress on the board and drills with the class. 4th slide: photo of Tom Hanks from Castaway movie. T tries to elicit the phrase (go mad). from ss, T gives ss clue that it means (go crazy).

While-Reading/ Reading for gist (7-10 minutes) • To provide students with less challenging gist and specific information reading tasks. In this task ss are required to match four questions to the seven profile paragraphs provided in the page. They are not required to read word by word, however they are supposed to read quickly to understand the main idea about each person

Instructions: match the questions to the paragraphs, read alone, read quickly and do not read word by word. ICQs: How many paragraphs are they? ss reply 7. if not T chests the HO to show them they are 7. How many questions do we have? ss reply 4 after. Do you need to read every word in each paragraph? ss reply no. then check your answer in pairs. Feedback: SS check the answer key from the gallery.

While-Reading ( inferring meaning) (10-15 minutes) • To provide students with more challenging detailed, inference reading. In this task SS are required to focus more on each profile to read the seven profiles word by word to infer the meaning of each paragraph, SS will put (T) (F) next each statement, to do this they have to read slowly and carefully to understand.

Instructions: Read alone each paragraph again slowly and put (T) (F) next to each statement. ICQs: How many sentences do we have? SS reply 6. Are you reading too fast this time? SS reply no, slow. Do you need to read word by word? SS reply yes. after they finish T allow SS to check their answers in pairs. Feedback: Gallery view.

Post-Reading/ follow-up task (speaking) (8-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned. T allows ss to a speaking freer practice based on the text they have read 'To be stuck on a desert island?' In this stage ss will compare with their partners what they can/can't live without using the marker sentence "I will miss .... the most/least," then they discuss why? They chose these items and say because... and give a reason. T helps ss with different items on a chart gallery and instructs them to choose five items using most/least.

Instructions: Check the gallery on the wall, pick five items you can/can't live without and discuss with your partner. Use the HO to write your sentences (why? - because) will help you. ICQs: Will you choose more than five items? no Will you select items you can live without only? no can and can't live without. Will you use the marker sentence "I will miss ........... the most/least" ? Yes. Feedback: T asks every student to allow them use the TL in a spoken content. CCQ: Tell us sth about your partner.