Fatemeh Fatemeh

Materials

Abc Speakut elememtary p70, students' book, Frances Eales & Steve Oakes, 2015. Pearson
Abc PowerPoint slides ( Teacher made)

Main Aims

  • By the end of the lesson, student will have practiced reading sub skills, such as reading for gist, scanning and reading for details in the context of " The Silk route bike tour"

Subsidiary Aims

  • By the end of the lesson, students have practiced speaking through a discussion in the context of "The Silk Route Bike Tour".".

Procedure

Lead-in (5-6 minutes) • To set lesson context and engage students

-T greets and shows a picture about Tour. -Ss are divided in pairs and discuss the picture. - T does the feedback and elicit the words for the next stage.

Pre-teaching vocabulary (4-6 minutes) • To teach 4 blocking words to help them understand the text better

-T teaches 4 blocking words from the text (Tour- route - cyclist- camp) by : - Elicitation: T elicits from the students the meanings of the vocabularies above. - T asks CCQs on the blocking words. -T does drilling as choral and individual. - Teacher writes the form and highlights the stress.

prediction (1-2 minutes) • To activate schemata and prepare learners for the text

- T shows a picture related to the text and ask Ss to guess the topic.

While-Reading Activity- skimming (gist) (4-5 minutes) • To get a general understanding of the text

- T asks students to read the introduction and answer the first part of the reading's questions. - T asks ICQs if needed. - peer check -FB

While-Reading Activity- Scanning (3-4 minutes) • To provide Ss with more challenging detailed, deduction and inference reading/listening tasks

- T wants Ss to answer part 2 question in BOR (breakout rooms). - T asks ICQs if needed. - Peer check in breakout rooms - T gives feedback.

While-Reading Activity- Reading for details (5-6 minutes) • To gain a deeper understanding of the text

-T wants Ss to answer question 3. - ICQs - Ss do peer check. - T gives FB

Post-Reading (2-3 minutes) • To provide Ss with an opportunity to respond to the text and expand on what they've learned

- T asks Ss to talk about question 3B. And gives them some prompts to use them. -ICQs if needed. - PW in breakout rooms

Error Correction (2-3 minutes) • To give students feedback addressing any grammar or lexical issues spotted in the group work

- T uses the notes taken when monitoring the Ss, and elicits the correct answers from students. - if there is enough time, first T wants the students to discus the correct answers in breakout rooms, if not T does it as a whole class.

Flexi Stage • To provide more speaking opportunties in case the class ends earlier

- T wants Ss to talk about the best journey they ever went on.

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