nevin nevin

Reading lesson
Pre-Intermediate level

Description

Ss will read a short text about stress.Ss will have activities reading and speaking activities based on the context and will learn collocations with 'get.'

Materials

Mw0kr21wrouhvpmjbega vocabulary analysis 8 ng (1) (1) vocabulary analysis
Ilhbubdsqqvyzxz7dtym photosofwords8 1 Slides for the lesson
Yzp1zlhqiqz4qouszb1r detailreading8+ng (1) handouts and readin materials

Main Aims

  • To provide gist and detailed reading practice using a text about people suffering from stress in the context of stress and health

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of stress and health

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

T will ask "Do you think stress is part of your life ?". 'If you think stress is part of your life raise your hand ", Is there anybody who thinks that stress is not part of his/her life? How do you know that somebody is stressed?In pairs, discuss the question. You have 2 minutes.How many minutes? And we always speak in En....... One or two students share their feedback.

Gist, Reading #1 (4-5 minutes) • To prepare students for the text and make it accessible

T will introduce the text. Read the text and choose a title for this text among these three options. You have 1 min. Ss needs to choose the best answer for the title of the text. They have 1 min of reading. The T asks why?

Pre-Introduction of a few vocabulary (2-4 minutes) • To help Ss to understand the text and answer the comprehension questions.

There a few words which are important for Ss to know to be able to answer comprehension questions. (illness, symptoms, heart rate..) Cancer, Allergy, Alzheimer are illnesses Symptoms are signs of the existence of something. Symptoms of Alzheimer are forgetting names, forgetting family members......

While-Reading #2 (9-11 minutes) • To provide students with less challenging gist and specific information reading tasks

SS will get six (or 7 depending on time) comprehension questions. In 4 minutes, in pairs (or groups of 3), they will find the answers. Ss will share their answers on WB, and any mistakes will be corrected as a whole class.

Introduction to Vocabulary (6-8 minutes) • To introduce collocation 'get' in order to prepare them more challenging speaking tasks

T will hand out a list of words and descriptions(or photos) and ask Ss to match them in pairs(or groups). T will introduce collocation get +... (get a job, get ill, get depressed, get a degree, get a good salary, get into financial difficulties, get divorced, get married). These are the collocations that can affect stress level positively or negatively. Teacher will focus on 3 words and do whole class drilling.

Post-Reading (7-9 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss will have a conversation with their peers about the vocabulary they have learned. They will make 2 sentences It was very stressful when I got married It was very stressful when I got divorced It was not very stressful when I got married

Free speaking activity (3-6 minutes) • To get the students to practice their learning from the text and related vocabulary.

Ss will talk about the most and the least stressful things in their own life and explain why. (T will remind Ss to speak English)

Error correction (3-5 minutes) • To correct errors that Ss made during the lesson

In this session, T will correct errors on WB with the help of Ss The length of the session and stage in the plan depends on the errors and time pressure. I may use the session as a backup (joker) activity

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