New lesson plan: Reading- Stuck on a desert island

Yasmine Abu-Sief

Reading- Stuck on a desert island - intermediate level

Reading- Stuck on a desert island
intermediate level

Description

In this lesson, students learn a receptive skill (reading), the lesson starts with a discussion about a picture "laf w dawaran" movie to talk about them as in the movie they were stuck on a desert island, then I will pre-teach them some vocabulary, ask them to skim the reading text for GIST, then read it again for specific information, then finally they will have the post-reading activity to personalize the idea of the text and relate it to their own selves.

Materials

No materials added to this plan yet.

Main Aims

To provide gist, scan, detailed and inference reading practice using a text about some people share the things they would miss most and least in the context of being stuck on a desert island

Subsidiary Aims

To provide fluency and accuracy speaking practice in interviews and conversations in the context of being stuck on a desert island

Procedure (22-32 minutes)

Lead-in (3-5 minutes) • To set the lesson context, engage the learners, and generate interests

- I will show them a picture of "Laf w Dawaran" movie, to discuss with them the idea that they were stuck on a desert island. - I will ask them some questions to generate interest: Where were they? were they stuck there or they wanted to stay? how long were they stuck there? - in pairs, I will ask them to talk about the things they needed the most/ least. - and also learners will talk about what they would need if they were in their shoes. -Share the ideas in open class.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

I will teach the students some vocabulary in the context of what I would feel if I were also stuck on a desert island. - I will tell them three separate sentences but in the same context, giving them the meaning, and they have to guess what the word is from the context (Elicitation) If I were stuck on a desert island, I would 1) be happy and relaxed in the beginning, but after that, I will "get very angry" (go mad) 2) feel lonely as I will be "away from the whole world" (cut off the world) 3) miss my favourite food; pizza, bread, cakes, and pies (Pastry) - I will follow the ECDW. (ccqs are written in the LA sheet)

While-Reading #1 (4-6 minutes) • To provide students with less challenging gist and specific information reading tasks

- Students will read the questions first to help them understand what they're going to do next. (set the task) - They will skim the 7 posts and try to find answers to the questions of exercise C while I am monitoring. (do the task) - They will discuss their answers in pairs (pair check) - share their ideas in open class. (feedback)

While-Reading #2 (7-9 minutes) • To provide students with more challenging detailed reading tasks to find specific information.

- Students will read the text again but slowly to find more specific details. - Answer the questions of exercise d - They will check their answers in pairs, while I'm monitoring them. - Share their answers in an open class.

Post-Reading (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Exercise a: - I will ask them to list three things they would miss most and three they would miss least if they were stuck on a desert island. - they will share ideas, mentioning reasons that could be behind their needs for those things. (content feedback) - I will be taking notes about the mistakes. - Linguistic feedback will be taken by the end of the next speaking activity.