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Reading and Listening: Daily Routine - Receptive Skill
Elementary Level level

Description

In this lesson, students are going to practice two skills: reading and listening. They will learn about daily routine based on a reading text. The lesson starts with the text. The text is entitled "Busy Lives". Students will read about the life routine of a doctor called "Marjan Jahangiri." Students are asked to read it and try to understand the main idea of the text. The text is accompanied by a glossary so that it's easier for them to guess the meaning of new words. They will use skimming or reading for gist strategy. After they finish reading, they will have some questions related to their comprehension about the text. I will choose the most important information and ask them about. In addition to some questions from the student's book. Later, we will chat about routines and give Ss a chance to express themselves and talk a bit about their routine together. Next is an activity to refresh them. Then comes listening part where ss listen and fill the gaps. The topic they will listen to is related to routine, too. It is also accompanied by a glossary so that ss don't get confused in meaning. The whole lesson is going to take 45 minutes. I will conclude the lesson with a quote by a famous person and then have a feedback and error correction.

Materials

Abc Audio, Gap-fill activity
Abc Reading

Main Aims

  • To provide a gist reading and listening practice. And also to develop the students' abilities to read and listen to specific information and skim for the main idea of reading text and be able to talk about them using short statements.

Subsidiary Aims

  • To provide fluency and allow students learn more about "routine" throughout reading, and to engage them in a conversation.

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T greets the students and have a short chat to welcome the ss. T starts asking ss about their favourite activity to do in the current quarantine situation

Pre-Reading/Listening (3-4 minutes) • To prepare students for the text and make it accessible

T starts giving a chance to the ss to speak freely about their activities. T sends a file which includes the text. T presents the following instructions: Don't open the file now. Be careful that I will not read to you. You will do it alone. Try to guess the main idea of the text. Be calm. Time is 12 minutes.

While-Reading (17-20 minutes) • To provide students with less challenging gist and specific information reading tasks

T makes sure they got the instructions then ask 'do you have any questions before we start?' Ss will open the file and start reading. T sets the timer. Ss will find a glossary to help them. I will keep silent until they finish and ask not to interrupt others with questions and ask later. After they finish, I will start the ICQs and CCQs. I will try to make the atmosphere comfortable for them to answer and remember. I know that some foreign elementary ss get shy and shrink while reading because they are afraid of not having the adequate vocabulary bank to use in understanding the lesson. I will do my best to elicit the idea of the lesson in order to make it reachable to all of them. Then ss will have an activity as a 'breathing activity' where they can chat about their routines.

While-Listening (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T plays an audio and display the activity related to it. Ss will listen and fill in the gaps. The text also talks about routine in manners of engaging ss to learn how to use the utterances taught by the earlier teacher and also practice listening.

Post-Reading/Listening (5-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss start saying what they learned in the lesson and how this lesson developed their skills. T and ss do drilling. T concludes the presentation by showing the ss a quote said by Mike Murdock, a famous singer. Ss will read it. T starts correcting some of the errors mentioned by the ss repeatedly. Give a clear feedback on the ss participation.

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