New lesson plan: Getting together

SIDALI RAHBA

Getting together - upper-intermediate B2 level

Getting together
upper-intermediate B2 level

Description

In this lesson SS are going to do some reading for gist, specefic information in the cotext of getting together. SS will be encouraged to read four different texts using the jigsaw technic. Later on, S will have some semi-controlled speaking practice expressing their opinions.

Materials

No materials added to this plan yet.

Main Aims

To develop students' reading skills by practicing gist and inference reading through the context of a four short texts about getting together and meeting people.

Subsidiary Aims

To provide students with a semi-controlled speaking for fluency practice in the context of pair/class discussions about meeting people.

Procedure (33-45 minutes)

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

- T tells a short story about meeting an old friend. - T asks students to tell him about how do they usually contact their friends and keep in touch with them.

Pre-Reading: P.rediction task and pre-teching vocabulary. (5-7 minutes) • To prepare students for the text and make it accessible.

- T places 5 pictures of different ways people meet each other on the WB. - T demos one picture by eleciting ideas and words from the students, By asking them the following questions: * What are they doing? are they friends? Do you think they have met before? - T sets students working in pairs discussing the other pictures, and try to write some related words for each. - T ICQs : *Are we going to work alone? NO *Are we going to write a short paragraph? No, just related words. - WCFB by asking students to report their opinions,the T writes down each picture the related words given by students.

Reading for gist #1: (7-10 minutes) • To provide students with less challenging gist reading task to get an overview of the text.

- T gets students working in groups A,B,C and D. - T chests HO1 and tell students that they are going to read the texts and take some notes without worrying about the unknown words. - T tells each students his number, for example: A1,A2,A3,B1,B2,B3.... , then have them sitting with students from other groups in accordance with their numbers. - T tasks students to briefly tell each other about the text they have just read. - WCFB by telling their opinions about the different ways people meet. and check if the words they suggested before are within the texts.

Reading to infer (10-13 minutes) • To provide students with more challenging deduction and inference reading task.

- Have students back to their groups. - T chests HO2, and explain that they are going to check meanings of words in their dictionaries first , then read the text carefully and answer the questions. - T ICQ's: * Are we going to read first? No, check meanings of words. * Are we going to answer the questions together? No, alone. - T pass out HOs to groups in accordance to the previously read text. - Have them checking in pairs. - WCFB by selecting student from different groups to answer the relevant questions.then pass the answer keys.

Post-Reading: freer speaking task (8-10 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learned through a freer speaking task.

- T chests HO3 and tasks student to walk arround the classroom and exchange opinions concerning the threee mentioned points, and not discussing more than one point with each person. - Have students mingling and talking to each other. - WCFB by asking students to report what their friends said.