Ayşegül Ayşegül

The Visual Media - Reading Comprehension Lesson Plan
Pre-Intermediate level

Description

This lesson will focus on developing reading comprehension skills through gist and detail-based tasks in four stages as pre-reading, read-for-gist, read-for-detail and post-reading. Time planned for this lesson is 45 minutes and as a part of the post-reading stage, learners will be assigned a writing homework. Starting with a warm-up activity, the concept of visual media will be introduced to the learners by using a sample illustration and the types of visual media and advantages of using it will be asked. Learners will be provided the printed materials including the text and for the second stage, they will be asked to skim the text as pairs and to tell their partners about the main idea and highlights. While happening so, teacher will be monitoring the activity. There will be three questions that the students are expected to answer. In the read-for-detail stage, students will be asked to scan the text to answer True and False questions. In this stage, learners' ability to use pronouns and adverbials for anaphoric reference will be checked and revised. Lastly, learners will be grouped and asked to share their opinions about the drawbacks of visual media mentioned in the text. They will be assigned a writing task in which they are expected to write their opinions about the possible ways of preventing the harmful effects of visual media.

Materials

Abc PowerPoint Presentation
Abc Worksheet

Main Aims

  • To provide gist and detailed reading practice using a text about visual media

Subsidiary Aims

  • To provide the ability to derive the probable meaning of simple unknown words from the context
  • To check the ability of students to identify and to use pronouns and adverbials for anaphoric reference

Procedure

Pre-Reading (5-7 minutes) • To set lesson context and engage learners

-Learners will be introduced to the concept of visual media in assistance of a Powerpoint presentation. - They will be asked to tell the difference between two slides that the same sentence is written, one of them with a relevant illustration and to decide which one is more catchy. - They will be asked to talk about the types of visual media and the advantages of using it.

In-Reading / Read-for-Gist (12-14 minutes) • To provide learners with less challenging gist and specific information reading/listening tasks

Learners will be provided the printed materials and they will be introduced to the target vocabulary. Being prepared by the teacher, glossary will be discussed and learners will be tasked to guess the definitions. Teacher will tailor the activity by writing extra sentences on the board if necessary. The definitions will be shared on the screen and learners now will be asked to match them with the words. Learners will be paired and asked to skim the text and talk about the main idea and highlights of their parts to their partners. They will answer three questions asked by the teacher.

In-Reading / Read-for-Detail (14-16 minutes) • To provide learners with more challenging detailed, deduction and inference reading tasks

Learners will be asked to scan the text and answer "True-False" questions. Teacher will be monitoring the activity. Learners will be expected to correct the mistakes in false sentences. After they complete this task, learners will be asked to examine the italicized and underlined words in the text. They will be asked to say what kind of words they are and what they stand for. If needed, they will be given more examples and then the "fill in the gap" activity will be done.

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

Learners will be grouped and asked to share their opinions about the drawbacks of visual media in the text. They will be assigned a writing task in which they are expected to write their opinions about the possible ways of preventing the harmful effects of visual media.

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