Sulenur BILGIN Sulenur BILGIN

Reading Lesson
Upper-intermediate level

Description

In this lesson, SS read a text about playing games and its effects on individuals and society. First, the lesson starts with some lead-in questions, then SS will think and answer the questions. This is followed by a pre-teach vocabulary, then T will drill the vocabulary. Afterwards, SS use the vocabulary they learned to complete the sentences. Then SS will do a gist-reading to get the main idea. After they check their answers to the previous activity, SS are given the detailed task and read again. Finally, in the freer task, students are expected to speak in pairs about their gaming habits.

Materials

Abc Specific Information Reading Task
Abc Freer Task
Abc Gist-reading Discussion Questions
Abc Lead-in Picture
Abc Lead-in Questions

Main Aims

  • To provide gist, detailed and deduction reading practice using a text about the effects of gaming on both individuals and the whole society in the context of gaming, society, and the individual

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a discussion and conversation in the context of gaming

Procedure

Lead-in (4-6 minutes) • To set lesson context and engage students

Firstly, the lesson starts with some gaming pictures and lead-in questions to engage the students with the lesson. T asks SS to read the questions and answer them. After getting a few answers from the SS, T will share the link for the pre-teach vocabulary with the SS and ask them to match the vocabulary with the correct definition for 3 minutes. Will you match them with their definitions? (yes). How much time do you have? (3).

Pre-reading (8-10 minutes) • To prepare students for the text and make it accessible

Then, SS will engage with the vocabulary activity in which SS will try to find the correct definition for each. Then, with the vocabulary they learned in the previous activity, SS will complete the questions individually for four minutes. Then SS check their answers in pairs in the breakout rooms. While the SS check their answers in the BORs, T will monitor them in the BORs and take notes of the mistakes. Then, T will provide a whole class feedback. Possible items that SS may find difficult; 1-"prolonged" T: "Imagine you are playing a video game for hours. So, it is for a short or a long time? (long). So, it means prolonged gaming time. 2-"interaction" T: "You are talking to a friend or a family member. Are you talking?" (Yes). "Are you alone?" (No). So, you are in an interaction.

While-Reading #1 (7-7 minutes) • To provide students with less challenging gist listening tasks.

T shows the gist-reading questions to SS and wants SS to read them. Then, T announces that SS will read the text quickly and answer the questions for 2 minutes. ICQ: Will you read the text quickly? (yes) How much time do you have? (3). In meanwhile, T monitors the SS and provides assistance if necessary. At the end, T shows the answers and wants SS to check their answers for forty seconds.

While-Reading #2 (8-10 minutes) • To provide students with more challenging detailed reading tasks.

First, T shows some sentences with adverbs in bold, and asks SS the functions of them. After getting a few answers, T introduces that they are adverbs of stance and explains the meaning of it: "Adverbs of stance express a personal belief or opinion." Afterwards, T asks SS to think of any other words as such. After getting a few answers, T provides more examples for the adverbs of stance: frankly, undoubtedly, honestly, inevitably, literally. Then, asks SS to read the close reading questions for one minute. Afterwards, T asks SS to read the text again in a detailed way for six minutes. ICQ: Will you read quickly? (No). How much time do you have? (6). Then, T gives time to SS to complete the task for one or two more minutes to formulate their answers. T shows the answer and asks SS to check their answers. Finally, provides a whole class feedback for the possible mistakes.

Freer Task (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Finally, SS are expected to talk and share their ideas about gaming based on the reading text. ICQ: "What will you talk about?" (gaming habits) T monitors the SS while they are discussing and take notes of the mistakes into a Word document and provide a whole-class oral feedback. Finally, T explains the homework to SS.

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