Berfin Berfin

TP8_Reading_Berfin
Beginner level

Description

In this lesson, the students will read a text on Doris Day and her childhood. They will then write a letter to their childhood self.

Materials

Abc Reading Exercise Handout
Abc Letter Model
Watch?v=xzbkhdpprrc?size=16&default=html OHP- Que Sera Sera clip
Abc Pre-vocab Handout
Abc Reading Text
Abc Letter Exercise

Main Aims

  • To provide reading practice using a text about Doris Day and her childhood. in the context of not knowing the future as a child.

Subsidiary Aims

  • To provide process writing practice of a letter in the context of to the childhood self

Procedure

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

Teacher projects Doris Day's Que Sera Sera song using OHP and youtube. ICQs: Do you know this song? Do you know the singer? Do you know the movie? CCQ: What are the words repeated in the song? She will briefly tell that the song is about children asking questions about their future.

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

Teacher draws a timeline that represents a lifetime, using now, past and future. Under "now" she writes I am. Then she elicits CCQ: What shall I write under the past? For the future she puts I will be. Then, teacher shows pre-vocab handout and ask them to work in pairs to match the words, then check them in groups. After checking the results, teacher tells the student that they will now read a text alone. ICQs How do we read? -alone CCQ: Guess what is the text about? Teacher tells the student that they have 3 minutes to read the text quickly to find the answer to the question on the white board: "Why Doris Day is not a dancer today?"

While-Reading/Listening #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Teacher distributes the text on Doris Day. After the 3 minutes given, the teacher asks the students to work in pairs to compare their answers then share with the group.

While-Reading/Listening #2 (7-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The teacher now shows the True/False exercises on the text and tell them to read them alone and put T or F for the answers. How many minutes do you have ? 7 minutes. Teacher then asks them to discuss the results in groups. And distributes answer keys.

Post-Reading/Listening (10-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher shows back the timeline and draws an arrow starting from "now" that goes to the 5 years old in the past. Teacher asks the students : CCQ: If you go back in the past, what would you say to your self? giving examples with names: Little Derya, 5 years old Ali etc. Teacher shows a letter she wrote to her self from now to the past, to the little Berfin 5 years old. When the reading is done, Teacher asks the students which sentences are in the past which ones are about the present. For instance I am now in CELTA course is the present. Teacher asks the students to write a letter to their little self using the format given. Teacher then asks the class if someone would like to share her/his letter.

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