New lesson plan: Reading Lesson

Nesrin

Reading Lesson - Elementary level

Reading Lesson
Elementary level

Description

In this lesson, Ss read an article about a nap service for gist and detailed information. They then work on word collocations that were in the text and then they finish with examining the differences between "go sw" and "get sw" and "wake up" and "get up".

Materials

No materials added to this plan yet.

Main Aims

By the end of the lesson, learners will have a better understanding of collocations related to daily routines and will have had practice using that language and be better able to talk about their daily routines.

Subsidiary Aims

To provide practice of collocations in the context of daily routines.

Procedure (40-52 minutes)

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

• Hand Ss blank sheets for them to write their names on and ask them to write their names. • Ask Ss to write 2 facts about them; one lie and one true fact about their daily routines on the board. First, demonstrate it. Then, nominate any volunteer, if not pick a S.

Pre-Reading (3-5 minutes) • To prepare students for the text and make it accessible

• Show Ss the picture on page 42 and ask them what they think people do in these EnergyPods. Ask if they think it's for going to sleep, having a shower or watching TV. • Ss read the text to check their answers.Tell Ss to underline any unknown vocabulary.

While-Reading #1 (5-6 minutes) • To provide students with less challenging gist and specific information reading tasks

• Put the class into groups and ask Ss to read the article to answer the questions in Ex. 3. • When they're done, hand them the answer key to check.

While-Reading#2 (6-8 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

• Mix Ss and put them into groups again. Hand Ss the cut out materials. • Ask Ss to put the sentences into order by checking the text. • Give FB by showing the order on the border, taking each group's answers one by one. Congratulate the team that has the most correct answers.

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

• Put Ss into two groups, Yellow and a Red teams. Give them the phrases in cut out pieces. Write "have", "go" and "get" on the board. • Tell Ss that whichever team gets the most correct answers, they win. • Remind them that they can use the text as a guide. • Drill these words.

Post Reading Vocabulary Accuracy Exercise (3-5 minutes) • To provide accuracy for some vocabulary items.

• Write the example sentences on the board and demonstrate the underlined verbs' meanings. Try to elicit these words Turkish meanings from the Ss. • Show Ss the pictures and check if they understand (as CCQs)

Free Practice (3-4 minutes) • To provide an opportunity to practice target vocabulary

• Mix Ss and put them into pairs. • Write on board:wake up, get up, go to work, eat, relax, go home, get home • Ask Ss to tell each other what they do in a typical day; E.g. when they get up, go to work, eat, relax, get home, etc.Remind Ss they can use the vocabulary on the board.

Flexy Stage (9-10 minutes) • To provide practice for collocations: have, take and go.

• Hand the worksheet to Ss and ask them to work in pairs. Tell them to look at the pictures and work out the meanings themselves. • Tell Ss to swap partners and check their answers. • Give the answer key and answer any questions.