Muna Muna

LP TP6 Muna
Intermediate level


In this lesson - a receptive skill is taught to students (reading). The lesson basically starts out by a picture of an Egyptian movie called 'Laf Wa Dawaraan' which is starred by Ahmed Helmy and Dunia Sameer Ghanem being posted on the board with 3 questions for students to discuss as a way of engaging them since it is related to the topic they will be reading - Stuck On A Desert Island. The next step would be to set the context by letting the students know the title of the reading text; pre-teaching new vocabulary will take place after that to facilitate this reading by giving students the meanings of the words before they encounter them. Next, students will be asked to skim the text for gist by finding answers to the 'Who' questions in exercise 12b and to then read it to find specific details and solving a true or false task. Finally, the follow up task would be an activity which students would do in groups to decide on four items they would choose to help them survive on an island they get stuck on - the productive part of this lesson.


Abc Stuck on a desert island - Reading Text
Abc A3 Picture of An Egyptian Movie's Ad - Laf Wa Dawaraan
Abc Pictures of Vocabulary Words
Abc Find Out Who Exercise
Abc True or False Exercise

Main Aims

  • To provide gist and scan reading practice using a text about desert island in the context of items that are chosen to help survival on the island.

Subsidiary Aims

  • To provide fluency speaking practice in a groups in the context of survival needs on a desert island.


Lead-in (3-4 minutes) • To set lesson context and engage students

1 - T greets ss. 2 - T says 'Hello everyone! Ready for a new adventure today?' 3 - T posts an A3 coloured picture of an Egyptian movie's ad called 'Laf Wa Dawaraan' on the board and writes the following questions: Q1- Who are they? Q2- Where are they? Q3- What happened to them? Q4- How would you feel if this happened to you? 4 - T asks ss to discuss questions in pairs. --> 2mins CCQs: Are you going to do this alone? No - in pairs What are you going to discuss? The questions on the board 5 - T elicits answers from chosen ss for Q4 above to move on to the stage after that smoothly; the idea is for the 'feeling' part to connect to the lexis that will be pre-taught.

Pre-Teach (6-8 minutes) • To pre-teach blocking words

1 - T will now tell ss 'Let me tell you how I felt when I faced a similar situation.' 2 - T will use the below anecdote and post every picture related when the sentence which that specific word is used in is mentioned. 'A few months ago, I was traveling from the city to the village, but the car broke down in middle of nowhere. At the beginning - I was okay, but as time passed by, I started to *act in a way that was out of control!* The feeling that I *wasn't in any way able to get in touch with anyone* because there was no connection in the area was scary. The only thing that relieved me was the thought that I still had *baked goods like pizza* in my bag that I would be able to eat later. 3 - When I post each picture in the sequence they are mentioned in the anecdote, I will then ask the ss the below if needed to make sure they understood. 1 - What is another way to say 'go crazy?' go mad 2 - When one is unable to connect with anyone, we say he/she is ...? cut off from.... 3 - No need to check this one; it should be clear. 4 - T will now do the pronunciation part of the MPF for the 3 words. a. T says word or phrase. b. T uses fingers to show # of words for phrases - be cut off from; go mad. c. T asks ss to listen; mimes 'not to repeat' d. T repeats each phrase 3 times --> class repeats --> individuals are chosen to repeat. e. T writes phrases on the board and shows stress/connected speech ▪️ go mad: 2 words; stress on the first word ▪️ get cut off from: 4 words; stress on the phrasal verb; linking between cut off (t & o) ▪️ pas/tries /ˈpeɪ.stri/: 1 word; 2 syllables; stress on the first syllable 5 - T covers form now as follows:- 1) What is go mad? An idiom 2) What part of speech? go-->verb; mad-->adverb 3) Can the verb 'go' be changed in tense? Yes 4) What is cut off from? A phrasal verb 5) What part of speech? verb + adjective + preposition 6) Can 'be' change the tense? Yes --> e.g. past/future

Reading Task #1 (5-7 minutes) • To provide students with less challenging gist reading tasks

1 - T tells ss 'We have reading today; can you guess what it will be about?' 2 - T sets the context: you will read a text people posted on a website to say the things they would miss the most or the least if they got stuck on a desert island. 3 - T distributes page 72 to ss. 4 - T says 'You will skim the reading quickly for information. T models it as follows:- a - Look at the text. b - Find out how many people posted how they feel. 7 c - Are they from the same country? No d - Read number 1 in exercise 12b - give ss seconds. e - Ask - What information will you look for? who would be lonely f - You have 1 minute to do number 1; set time --> 1 minute g - Ask ss to compare; then elicit answer 5 - T says 'Answer numbers 2 to 4 alone by reading the text quickly. You have 3 minutes. CCQs: Will you read slowly or quickly? quickly Will you read everything? No Do you need to understand every single word? No Which questions will you answer? 2 to 4 In how much time? 3 minutes --> START! 6 - T asks ss to compare their answers. 7 - T provides ss with answers.

Reading Task $2 (10-12 minutes) • To provide students with more challenging detailed reading tasks - reading for specific information

1 - T chests page 72 and says 'Take 1 minute alone to only read the 6 true or false statements in exercise 12d. T CCQs: Are you going to do this with a partner? Are you expected to only read or read and complete? Only read How many statements do you have to read? 6 In how much time? 1 minutes 2 - T resets the context. 3 - T says 'Read the text again quickly but this time to find the answers for exercise 12d. You have 6 minutes. CCQs: How many minutes do you have to do this? 6 How will you answer questions 1 to 6? by circling true or false 4 - T elicits answer by asking ss. 5 - T then asks 'Who can tell me from the text why true is the correct answer. (Sure it would be fantastic to have non-stop sun, but I'd miss the colours of the seasons. 6 - T now asks ss to underline in the text why you chose the answers for Q2 to Q6. 2 minutes CCQ: Will you do this alone or in pairs? alone What will you need to underline? reason ss chose true or false 7 - T changes ss' seating and asks ss to compare their answers in pairs or groups (specify) & mention the reason in 3 minutes. 8 - T posts answers & tries to elicit a reason or two.

Post-Reading Task - Follow Up (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1 - T sets the context: You are in a boat that is sinking! There is a desert island nearby; you can swim there but with only 1 bag. Time to make important decisions! What will you take? Draw boat and island on the board while you speak. 2 - T distributes activity sheet and asks ss to look at the top part - chested - alone for 20 seconds. 3 - T follows the below instructions to get ss to do the activity. 1) ss are asked to ONLY choose the 4 most important things they would take and why - either individually or in pairs depending on the number of ss in class; they have 5 minutes CCQs: Do you need to do something with the pictures or not? Yes What decision do you need to make? choose 4 items Who will you do that with? alone or pairs How much time do you have? 5 minutes 4 - T says 'It's time to compare lists and make a final decision' --> T combines ss or pairs 5 - T passes out a small coloured cut-up bag and asks ss to write their 4 final chosen items. time: 2 minutes CCQ: What were you given? A bag Will you use this bag for something? Yes; What? to write the chosen items How many items have to be written on the bag end of this? 4 6 - T puts her bag of chosen items & the challenge card on the board to model next step of the activity. She explains 'I now have to come up with a plan on how I will survive on the island using the 4 items to help me'. Elicit from ss an answer or two. 1 minute 7 - T instructs ss to do the same in groups in 4 minutes. CCQs: Will you do this alone or with your pair/group? with pair/group What will you come up with? a plan What will the plan be for ? to survive 8 - T passes out the challenge cards and calls the time - 4 minutes. 9 - T asks each group to nominate a person from the group to read their challenge and present their idea; other groups have to assess each other's group and award them between 0 and 3 marks. We all then chose the best plan. 5 minutes

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