New lesson plan: Speaking lesson through reading

Seval Dogan

Speaking lesson through reading - Elementary level

Speaking lesson through reading
Elementary level

Description

In this lesson, students learn about the useful language in the context of love and hate. The lesson starts with a reading activity in which the students will read the text indivudually and then match some questions with their answers in the text in groups of four. It is followed by a pair-work activity.The students will talk about the personal information of someone from different countries.Then they take notes about the people in a chart given. These pairs will find the other pairs. There will be a discussion in groups of four about the new useful language given.

Materials

adapted copies of cutting edge, colourful cards, hand outs, pictures

adapted copies of cutting edge, colourful cards, hand outs, pictures

Main Aims

to provide speaking practice of the useful language in the context of love and hate

Subsidiary Aims

to provide reading practice in a context to help learners to speak

Procedure (42-52 minutes)

Stage 1 : Warm up/Lead in (4-6 minutes) • to introduce the context before starting to practice

-T starts the lesson by drawing students' attention on the context (love and hate) referring to the previous lessons. -T gets Ss' ideas and creates a meaningful context to start reading.

Stage 2: Getting ready for speaking through reading (8-12 minutes) • to provide the revision of the useful language of previous lessons before presenting new useful language

-Ss work in groups of four. (grouping: nice, funny, lovely, crazy) The text is given to each student to read it individually. Then one more hand out is given to the group because the group members will find the answers in bold sentences. The questions (cut-ups) will be given to each group.Ss will discuss and try to find the answers. Ss will underline the answer and write the number of the question on the text. Whole class feedback is given.

Stage 3: Speaking practice (15-17 minutes) • to provide speaking practice of the useful language presented

-T demonstrates the activity. Ss work in pairs. (different pairs) Each student is given a colourful card including a picture of someone (Sophia, Peter etc.) with personal information. -The information chart is given to each one as well. Only their information is written on it. Ss will find their pairs' information by asking questions of the useful language. (e.g Is...... a student? What does........like?) -Both students will complete the chart with information of another. The aim is to practice the language. That's why Ss will not write long sentences in the chart, but some notes. -Pairs will find the missing ones by looking at the chart as there are four names in the chart. (e.g Peter and Sophia will find Marina and Joao) Ss work in groups. Ss will ask questions to one another to complete the chart as a whole through the useful language. When all Ss fill in the chart completely, feedback is given to whole class. (Answer key is reflected on the board)

Stage 4: Discussion through the new useful language (15-17 minutes) • to provide speaking practice of the new useful language

-T presents the new language, demonstrates the activity and drills the new language with whole class. -Ss work in groups of four. The new language sheet is reflected on the board.This activity is related to the previous one. Ss will discuss about the people whose names and information are written in the chart in the previous activity. -Ss will use the new language (e.g I think... best because... , maybe..,I agree...) At the end of the discussion, each group will tell the others about who is the best chosen in their groups. Whole class feedback is given.