FERDA FERDA

Reading (LEGO&IKEA)
B1 level

Description

In this lesson, students practice their reading skills through jigsaw reading based on two different texts telling about success stories of well-known companies. The lesson starts with brainstorming on the success of these companies through the logos. Then some blocking words are given through a Pictionary matching activity. Students are divided into two groups and each group is assigned a different text. Students study their texts individually and answer the comprehension questions. Then they check each other's answers through a question wheel activity. Highlighted words are elicited from the context. They have a discussion in the production part.

Materials

Abc Handout 2
Abc Handout 1
Abc Headway Upper-Intermediate Student's Book

Main Aims

  • To provide detailed reading practice using a text about two well-known companies in the context of their success stories.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of two different success stories.
  • To provide clarification of the highlighted words in the context of reading texts.

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T greets and welcomes Ss showing the first two slides. T shows slide 3 and asks Ss to keep a piece of paper and pen with them through the lesson. T shows slide 5 and asks Ss if the logos recall them anything. Ss are expected to come up with the names of these two companies: LEGO and IKEA.

Pre-Reading/Listening (5-10 minutes) • To prepare students for the text and make it accessible

T shows slide 6 and asks Ss to think about these questions. T sends Ss to discuss these questions. T gives Ss three minutes to discuss and sends them to BoRs. T monitors Ss in the BoRs. T shows slide 7 and asks Ss "How successful are these companies?" Ss are expected to say "They are very successful." T shows slide 8 and shows pre-teaching vocabulary. T shows the activity and does the first one as an example. T shares the link in the chatbox and asks Ss to do the task individually in two minutes.

While-Reading/Listening #1 (15-20 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T shows slide 9 and gives instructions as follows: "I will share two different handouts in the chat part. ...,...,... you will read text A and the rest will read text B. You will answer the questions. You have seven minutes to read and answer the questions." T shares the handouts in chatbox and asks following ICQs: "Did you get the texts? (Yes.) Which one will you read... ? (...) What will you do? (Read) Will you answer the questions as well? (Yes.) How much time do you have? ( 7 minutes) Ss will do this task in the main session, individually. When Ss are done with the reading task T shows slide 11 and gives them new instructions. "Now you will go the breakout rooms for five minutes. You will spin this wheel and answer the question in turns till you do the same for all the questions." T shows the activity and makes sure everyone understands how to use it. T shares the link in the chatbox. T asks following ICQs: "Did you get the link? (Yes.) Will you work alone? (No, in pairs.) Will you write or speak? (speak) How much time do you have? (5 minutes)" T shows slide 12 and shares the answer key.

While-Reading/Listening #2 (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T shows slide 12 and gives Ss instructions as follows: "Now you will go to the breakout rooms, have a look at the highlighted words on your text (T shows one of them as an example) and try to explain their meanings to your friends. You have five minutes to do this task." T asks ICQs as follows: "What will you do, will you write or speak? ( Speak.) How much time do you have? (Five minutes) T sends Ss to BoRs for five minutes and monitors them. When Ss are back T shows slide 13 and the activity. T does the first one as an example. T gives instructions as follows: "Now I'll share the link with you and you'll do the activity individually, you have three minutes to complete the task." T shares the links and asks if everyone gets it.

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

T shows slide 14 and asks Ss to think about this question. T gives Ss following instructions: "Now you'll go to BoRs and discuss about this question. You have five minutes." T asks following ICQs: "What will you do? How much time do you have?" T monitors Ss in BoRs.

Error Correction (2-3 minutes) • Correct the errors students have made in practice and productions steps.

T shows slide 15 and writes some of the mistakes Ss have done in BoRs. T elicits the correct utterance from Ss as much as possible. T shows slide 16 and asks Ss to tell one thing about LEGO or IKEA as feedback. T finishes the lesson praising Ss' hardwork.

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