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Tp4. Receptive Skills : Reading
Intermediate level

Description

In this lesson students will practice the receptive skill of reading in the context of problems in the home. They will be involved in gist reading ( skimming ), scanning and inferring the meaning of new vocabulary. They will also practice spoken fluency towards the end of the lesson.

Materials

Abc Coursebook
Abc Coursebook
Abc Handout 1
Abc Hand Out 2
Abc Hand Out 3
Abc Pictures

Main Aims

  • To provide practice in reading for detail
  • To provide spoken fluency practice by exploring the topic of the text further
  • To provide practice in reading for gist (skimming)

Subsidiary Aims

  • To provide writing practice
  • To provide practice in inferring the meaning of new vocabulary
  • To practice contextual guessing

Procedure

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

Ask the Ss • How are you doing today? • Tell them my washing machine isn't working and I need to call the plumber. • Elicit meaning from Ss . drill pronunciation and write plumber and /ˈplʌmər/ on WB

Pre-Reading/Listening (7-10 minutes) • To prepare students for the text and make it accessible

• Group Ss into A and B • Give out the 2 pictures and ask them to discuss in their groups. "What do you think has happened?" Set a time limit of 3 mins. ICQ "How much time do you have?" • Have 2 Ss from each group tell the story to the other group. • Hand out the strips •Tell Ss they have to match words with their definition. 2 minutes for this task. •Ask the groups to compare their answers. •CCQ meaning "Midwife. Does she help with babies or with old people?" "Storm. Little rain or lots of rain?" " Roof. Top part of the house or bottom?" "Chaos. "Good or bad?" •Drill pronunciation and write words on WB

While-Reading (10-12 minutes) • To provide students with less challenging gist and specific information reading tasks

Read for Gist/Skimming. • Read both stories. Were you right? • Now put the stories away. Discuss in your group what can you remember about these things • ICQ “Who will you discuss with?“ • “Are you going to write the answers?” • Hands Ss the handouts about Kurt's story and Phillip's story • Read again to check what you remembered about these things * This time Ss read for detail • Discuss with the person next to you. "How do you think Kurt and Philip felt ? " ICQ Are you going to discuss with the whole group? • In the meantime, I post 3a matching pictures on WB

Post-Reading (6-7 minutes) • To provide with an opportunity to infer the meaning of new vocabulary and writing practice

• Go back to your first seats •Ss come to the WB and match the sentences with the pictures. •CCQs for the 8 sentences e.g If there's a power cut, can I watch TV? •WC drilling • 3c . With your partner > Which problems do you think are most serious? 2 mins • 3e Individually . WRITE YOUR NAME ON YOUR PAPER. " Complete the sentences with the expressions from the WB or your own ideas" ICQs Is your name on your paper?Are you going to work with your partner? • Peer FB. Ss check each others' answers. Model the peer check with 2 students. • Sit together with the person who checked your paper.

Semi-controlled/ Freer practice (10-15 minutes) • To provide spoken fluency practice

Discuss with your partner. 4.1 3 minutes 4.2 2 minutes Put Ss in groups for 3

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