English Lesson Planner | Reading - How to Have a Heavy Cold

Abdulbaset Saleh Alhmou

Reading - How to Have a Heavy Cold - Upper Intermediate level

Reading - How to Have a Heavy Cold
Upper Intermediate level

Description

In this lesson, the students will do some reading for gist, specific information, and detail. After that, they will have semi-controlled speaking practice discussing and expressing their points of view about the text content (How to Have a Heavy Cold)

Materials

Handouts

Straight Forward- Upper Intermediate-Ps 76,77- Handouts -

Handouts

Straight Forward- Upper Intermediate-Ps 76,77- Handouts -

Main Aims

To develop the students' speaking skill by practicing reading for gist, specific information, and detail.

Subsidiary Aims

To develop the students' speaking skill through discussing "How to Have a Heavy Cold" in a semi-controlled group activity.

Procedure (31-39 minutes)

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

I'll hand the students a handout showing different pictures of cold symptoms to lead the students into a suitable context to read and speak about "How to Make a Heavy Cold".

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

I'll ask the students some questions about the handout that I handed them. "What are these pictures about?" "What do these people suffer from/"?. This is to elicit vocabulary about the text.

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

1- Reading for gist: I'll hand the students a handout with five purposes of the article. They should read the article quickly and choose the best one. 2- I'll hand the students a handout.They should read the text and decide which of the eight bits of advice insn't mentioned. 3- I'll hand the students a handout with seven definitions.They should find words or expressions in the text that match these definitions.

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

Speaking Practice: One student plays a doctor role, and the other plays a patient role. The patient describes how he feels (symptoms), and the doctor gives him some bits of advice and prescribes some medicine for him.