Sarah Abdel Hady Sarah Abdel Hady

Receptive skill (reading)
Elementary level

Description

In this lesson, Ss will practice the reading skill and subskills such as, skimming reading for gist and scanning reading for specific information about holidays and natural places. The sub-aim will be speaking to help Ss practice the expressions and the language forms they are exposed to during the pre-reading and while-reading stages. - T starts with a personalized discussion about the places Ss went in the past, then pre-teaches key vocabulary through matching activity and clarifies the language (ECDW) as OC feedback. - T shows pics and asks Ss in pairs to guess where are these places as a prediction task (hides the headlines) before the upcoming stage (reading for gist), T elicits without giving a feedback. - T asks Ss individually to run their eyes over the text quickly to get the names of two cities where the text is talking about, then check in pairs before conducting OC feedback. - Next, T asks Ss to read the text again (scanning reading) to find specific information for completing activity. T demonstrates the 1st one, Ss complete individually then compare their answers before T conducts OC feedback on board by asking Ss "what are the things you can do in each city ?" T elicits from their answers the model language "I can...." which needed for the follow up speaking activity. - After setting up, T demonstrates first the activity then divided Ss into pairs with materials needed. - T monitors closely, provides assistance if needed and making notes before provides a delayed feedback with error correction.

Materials

Abc Power Point Presentation
Abc Guess where activity & places pics - HO4
Abc Completing activity - HO3
Abc Reading text - HO2
Abc Vocabulary matching - HO1

Main Aims

  • To provide gist and scan reading practices respectively using a text about holidays and natural places in the context of travel

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of travel

Procedure

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

T presents a picture of a place she visited before and asks Ss to guess where it is, then invites Ss to a personalized discussion in pairs by scaffolding them with guided questions on ppt. and open pair demo. Next, T nominates a few Ss to report back about their peers and elicits some names of places they went to such as river, sea, desert, countryside and some adjectives describing these places. Finally, T provides OC feedback for the most attractive local places and cities in Egypt.

Pre-reading (pre-teach & prediction task) (5-10 minutes) • To prepare students for the text and make it accessible

Pre-teach key vocabulary in the text by matching activity after eliciting some adjectives for describing places from previous discussion. T distributes matching activity HO1 and asks Ss in pairs to match up the pictures with the words and demos the 1st one (traditional). T monitors and gives OC feedback for most confusing ones after modeling and plenty drillings, T highlights the phonological features on the board (ECDW). For prediction task, T introduces pics of the famous local places in Egypt and asks Ss to guess in pairs in which cities are these places. T monitors and elicits answers without giving a feedback for this prediction activity to activate their schemata for upcoming reading.

Reading for gist (skimming) and specific information (scanning) (10-13 minutes) • To provide learners with an opportunity to check their prediction and less-challenging scanning task by allocating specific information in the text

T asks Ss to read the text quickly by their own to find the names of two cities in the text asking ICQs: 1) Are you going to read every word in the text or just move your eyes quickly? (Read quickly) 2) What words are you searching for in the text? (Names of 2 cities) Ss read individually first, then check in pairs. T conducts OC feedback. Next, T distributes completing activity - HO3 and asks Ss to read the text again (scanning reading) for specific information to complete the table asking ICQs: - what are you going to search for in the text? 1) hotel cost/price 2) food 3) weather - What's the word for "weather"? (Temperature) - How many questions will you answer? (Three) T demos the first one asks Ss to do the completing activity individually, then they compare their answers in pairs before conducting OC feedback.

Reading for detailed (5-7 minutes) • To provide students with more challenging detailed, deduction and inference reading task

T asks Ss "what are the things you can do when you visit Cairo/Sharm?" T elicits the answers asking Ss to underline the activities they can do in each city. T asks CCQs: - Can you go on a guided tour of Old Cairo? Yes - Can you go snorkeling in the Red Sea? Yes - Where can you go snorkeling? Sharm T asks Ss to read more closely and individually to answer the comprehension question listed No.2 in HO3. Ss do the completing activity individually, then they compare their answers in groups as each group will get chunks to stick on board before conducting OC feedback.

Follow up speaking task (7-10 minutes) • To provide Ss with an opportunity to respond to the text and expand on what they've learned

Set speaking task: - T divides Ss into pairs, SA asks questions and SB responds without telling the name of the city. SA has to guess which city from the description and activities SB provides. - T demonstrates the activity first with Ss using open pair technique. - Ss work in pairs, tell each other about the description of the chosen place then swap their roles. Feedback and error correction: While speaking, T monitors Ss closely to provide a delayed content and linguistic feedback and voting for the most attractive holiday place.

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