Gizem Seref Gizem Seref

Superstitions Reading Lesson
Intermediate, B1 level

Description

In this lesson, the ss will improve their gist, specific information and detailed reading skills in the context of superstitions. Firstly, the ss will watch a video about superstitions around the world and discuss what a superstition is and then move onto the text and do gist reading followed by specific information reading and finally detailed reading. In the production activity, the students will discuss about their cultural superstitions.

Materials

Jr6leiuvrcskn3m3fb9u reading for details fb Detailed Reading Task FB
7fsyoz1s5qjixymzexaw reading for details Detailed Reading Task
Ll9xcdsdsbwfexmfuqca speaking activity Speaking Activity
P8mjyduhrxslc4ossjz4 while reading tasks The Reading Text

Main Aims

  • To provide gist, scan and detailed reading practice using a text about superstitions

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of superstitions

Procedure

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

- The T greets the students and tells a 5 seconds anectode about one superstitious event that happened to her and adds that it was weird to think so superstitiously. - She continues with the instruction. "Now, watch the video about superstitions around the world and choose the one which got your attention the most." (see the video; https://www.youtube.com/watch?v=_G6Nsou6qXg ) - She elicits some answers from the students and moves on to the reading tasks.

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

- The T starts to elicit answers for the pre-teach vocabulary. - If there are no answers, she gives examples of the language and does concept checking. (for the details see: Language Anaylsis Sheet)

While-Reading#1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Gist Reading (3 Minutes) - The T does chesting for the activity and gives the instruction. "Read the paragraphs quickly and match the titles with the texts. You have two minutes." - Before giving them the text. She does ICQ session. "Are we reading it slowly or reading it really quickly? Do we have 5 minutes to read?" - In the FB session, the T wants the ss to discuss about their answers in pairs then she elicits some answers and finishes the session. Reading for Specific Information - The T gives the instruction. "Now, read the text and match the sentences here with the text belonging to the sentence. You have 10 minutes." - When the activity finishes, the T starts the feedback session. She asks some questions about the answers just to make students participate.

While-Reading #2 (12-15 minutes) • To provide students with more detailed reading tasks

- The T does chesting for the activity and gives the instruction. "Read the text again and answer these questions. You have 10 minutes." - When they finish the activity, the T tells the students to get in pairs and the T gives the answers of the questions but one pair has the half of the answers and the other pair has the other half. They have to tell each other the correct answer without showing them. They have 1 minute to check it.

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

- The T asks students to get in groups and gives them the instruction. "Now choose one person to write and the others; discuss about the Turkish superstition and the results of it. When you finish, give your paper to the group next to you and the other group will complete this part. (The T shows the Agree Disagree part) You have 5 minutes."

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