Amir Amir

TP8 Reading
A2 level

Description

The total number of Ss is 20. However, we had a chance to meet 16 of them: 14 women and 2 men. For the past two days, there was poor attendance (4 and 3 students were present). It is a multi-lingual class with Ss from Turkey, Ukraine, Syria, Brazil, and Ecuador. They have varying levels of motivation to learn English: for traveling, for career opportunities, for educational purposes, and communicating with a foreign friend. Some of them may use L1 in pair work, while the others speak L2 only. They are all fairly autonomous and active. They all enjoy practicing Speaking; however, some of them can easily lose confidence while drilling pronunciation alone, in front of their peers. They are good at using the online lesson platform, yet it can be difficult for some of them to handle screenshot function that is not included in the software. When 3-4 stronger Ss are absent, it can be challenging for them to participate actively in open class discussions.

Materials

Abc Pictures from the internet
Abc Power-point presentation
Abc Quizziz.com
Abc • Speak Out, Pre-intermediate SB p.78 Antonia Clare & JJ Wilson. Pearson Education Limited 2015.
Watch?v=ogkotvegezi&ab channel=afbfreak?size=16&default=html A YouTube video

Main Aims

  • • By the end of the lesson, students will have practiced reading for gist, scanning, and reading for details in the context of finding Finn's hidden treasure.

Subsidiary Aims

  • By the end of the lesson, Ss will have learned vocabulary related to searching for treasures.

Procedure

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

- T greets Ss to build rapport with them until other Ss arrive. - T shares his screen with the task: Watch the video What is Mr. Bean doing? Why do you think? - Ss watch the video (1 minute). - T asks the Ss to go to the BORs for 2 minutes and discuss. -Ss come back and T asks them to share their ideas.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

- T presents sentences that contain the challenging vocabulary for the Ss and elicits the meaning using CCQs: - T drills the target language and gives some hints about the register (British and American accents). - T asks Ss to click on a link to join a Quizziz challenge. - Ss answer questions about the target language and get instant feedback.

While-Reading 1 (reading for gist) (10-12 minutes) • To provide students with a less challenging gist reading task

- T shows three titles and asks Ss to read the text for 3 minutes and choose one of them. Life of a Millionaire Finn’s autobiography Hidden Treasure - T sends the Ss a link for the text https://drive.google.com/file/d/1mM4cjrKkzCj6VfFfiBdp70QiV-z33a5L/view?usp=sharing -T checks that the Ss understand the task by asking ICQs: * For how long are we going to read? for 2, 3, or 4 minutes? (3) * What do we need to do? (choose the best title) - Ss do the task. - T sends Ss to breakout rooms to compare their title with a partner/ a group for 2 minutes. - T gives them feedback with the correct answer.

While-Reading 2 (14-16 minutes) • To provide students with more challenging reading tasks (scanning and reading for details).

- T introduces some questions: 1- What did Finn put in his wooden chest? 2- When did Finn know that he has cancer? 3- Why did Finn want people to search for the treasure? 4- How many emails did he receive from people asking about the chest? 5- Was Finn poor or rich when he was a kid? 6- Who lives with Finn now? - T tells that they have 7 minutes to answer the questions. - T asks ICQs: - For how long will you read? (7minutes) - How many questions will you answer? (6 questions) - If Ss struggle with answering the questions, T answers the first question with the whole class. - Ss do the task. - T sends the Ss to BORs for 5 minutes to discuss in groups their answers. - T shows the answer key: 1- He put old gold coins, ancient animal figures, and antique jewelry. 2- In 1988. 3- To provide them with an adventure. 4- 13.000 emails. 5- He was poor. 6- His wife.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned.

- T introduces the task: Imagine that you found a treasure …….. What would it be made of? (wood, glass, gold, iron) What would you find in it? ( jewelry, figures, diamonds, antiques) Is it big, small, light, heavy? Can you carry it alone? Or you need someone to help? Who would you share your treasure with? - T gives Ss a minute to think. - T sends the Ss to BORs to speak with a partner/ a group of students for 3 minutes. - T gives feedback after Ss come from the BORs.

Flexi-stage (3-5 minutes) • To provide students with more information about Finn's treasure (in case there is some time reaming in the lesson)

- T asks Ss to share their opinions about Finn's idea after watching a video about him. - T shares his screen with the video. - Ss watch the video. - Ss react and share their ideas.

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