New lesson plan: Reading (City Transport)

Damla Bildi Bozkuş

Reading (City Transport) - Elementary, EL08 level

Reading (City Transport)
Elementary, EL08 level

Description

In this lesson students will have practiced skimming the text for finding the gist, scanning for specific information and reading for details to apply the essentials of receptive skill. To achieve the sub-aim of the lesson students will be practicing the target language through production of writing in the context of city transport.

Materials

Picture

Main Aims

To provide detailed reading practice using a text about urban transport around the world in the context of city transport

Subsidiary Aims

To provide review of superlative adjectives in the context of city transport
To provide production of writing practice through superlative adjectives in the context of city transport

Procedure (55-67 minutes)

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

T shows a video of city transport in order to set the context and recycle the vocabulary on means of transportation before Ss start reading. Purpose for watching: *"Take notes on the means of transportation that you see in the video." After watching: *"How many did you get?" The student with the most answers tells and T writes them on the board. *"Any other transport you would like to add?" T writes again

Pre-Reading (2-4 minutes) • To prepare students for the text and make it accessible

Teacher reads the instruction of the book "matching photos with cities" and elicits reading strategy 1 - "scanning for main idea" , sets the time limit (1 min.) T asks students to check their answers with their friend T gets W/C feedback

While-Reading #1 (7-9 minutes) • To provide students with less challenging gist and specific information reading tasks

T gives the instruction on the book "which facts do the numbers refer to and complete the sentences with a word from the article." Asks students to scan the text again and sets the time to 3 minutes Monitors while they are checking their answers Spot-checks while monitoring Chooses one student as the Answer Key for matching and another one for the sentence completion.

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed reading task

T gives instructions for T/F activity and asks them to correct false ones. Asks students what strategy to use - response: "read questions first and then go to text for answers." Sets the time limit on 4 minutes. Monitors while they are on the task and while they are checking answers. Gets answers one by one. Wants them to clarify each by asking "where do you find it? can you read the sentence from the text." Underlines answers on the board.

Post-Reading #1 (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T reflects the table of cities and their information of transport on the board Elicits adjectives to be used while making sentences of the given information by using comparative and superlative forms T puts them on the board and pairs the students with their friend next to Gives instructions to make sentences of them using comparatives and superlatives Monitors while they are on the task - and takes notes on any error Asks one information from each pair Writes information underneath the table,reflected W/C correction if necessary

Post-Reading #2 (17-19 minutes) • To provide more with an opportunity to respond to the text and expand more on what they've learned

T elicits every adjective and noun that has been used during that hour of the lesson and asks them to be in groups of 4-4-5-5-5 Wants them to summarize the text by using all the words on the board T sets time limit to 10 minutes and monitors each group closely Upon finishing, T asks groups to swap their summaries and to give report on other group's writing "What do they say about city transport?" "Anything you want to add to theirs?"