English Lesson Planner | reading

Amy Jane Walker

reading - Back to school - B1 level

reading - Back to school
B1 level

Description

A reading lesson which consists of Gist reading, fill in the gaps and inference from context, ending with a personal reflection speaking for fluency task

Materials

so school these days is easy? think again

so school these days is easy? think again

Main Aims

To provide gist, deduction and inference in the context of returning to school

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of reterning to school

Procedure (45-55 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

There are many different reasons why a person would return to school, tell your partner why you have come back to a learn. What is your reason for studying English. The partner must then report back to the class

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

look at the picture on the hand out, what is different about one of the students. what do you think they reading is going to be about. Read the introduction. Were you correct? Discuss with your partner. what can you tell me about this man? why did he go back to school? how long did he go back for? what type of school did he go to? how old were the students? WC feedback

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist reading task

Give the students the question of does he think school is easier or harder now and to discuss it with their partners explaining why they think so then allow them to read through their texts. partner work feedback, whole class feedback

While-Reading #2 (14-16 minutes) • To provide students with more challenging deduction and inference reading tasks

point out the gaps in the text, and the sentences A-H in the questions, get the students to fill in the gaps with these sentences. use pyramiding for feedback. Then point out the highlighted words, ask them to discuss what they think it could mean with a partner. discuss as class

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In pairs discuss what is similar to the school that you went to and what is different, task focused on fluency. allow class feedback if time.