Metwally Ali Metwally Ali

Reading & Vocabulary ( Elementary)
Elementary Level level

Description

In this lesson, Ss will practice reading, vocabulary on a text about "At home on a plane." At the start of the lesson, ss will be shown different types of usual and unusual houses and a focus will be on the plane house. After the main aim is completed the students will be involved in reading for inference and speaking activity to contextualize the learned vocabulary.

Materials

Abc Handout
Abc pictures
Abc ppt
Abc WB
Abc New Head Way : SB. Unit 5: Where do you live? Pages 40 & 41

Main Aims

  • • To provide gist, scan and detailed reading practice using a text about an unusual home in the context of " "at home on a plane"

Subsidiary Aims

  • • To introduce and clarify related vocabulary in the context of home on a plane “steps, a cockpit, a flight attendant, the first class section, emergency exit, windows, door, toilet) through inferred a plane diagram.”

Procedure

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

• The teacher asks the Ss to look at the picture and describe them. Teacher elicits and engages them to give more words. • Where do you live? Do you live in a house or a flat? Ex 1. • T asks ss to work in pairs for 1 minute to talk about their house and they would like to live in the future( in a house or a flat) and why? FB: Students will share their ideas to the teacher and to the whole class.

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

• Ss will have a Matching activity. They will answer in pairs for 3 minutes. ICQ’s: Will you work in pairs or in groups? pairs How many minutes do you have? 3 minutes. FB: SS will write their answers on the board.

While-Reading 1: reading for gist (3-5 minutes) • To provide students with less challenging gist reading task.

• Ss will read the text in 1 minute to know the main idea of the text. They will work alone for 1 minute. ICQ’s: Will you read quickly or slowly? quickly How many minutes do you have? 1 minute. Do you need to read every word? No FB: Teacher nominates some students to say the main idea.

While-Reading 2: reading for specific information and detail (12-15 minutes) • To provide students with more challenging specific information and detailed reading.

• Ss will read the text in 3 minutes to tick the correct numbers of different words in a table extracted from the text. They will work in pairs for 2 minutes. ICQ’s: Will you work alone or in groups? pairs How many minutes do you have? 3 minutes FB: answer key on the board • Ss will read the text carefully in 5 minutes to know the answers of six questions given to them. They will work in groups for 3 minutes. ICQ’s: Will you work alone or in groups? groups How many minutes do you have? 4 minutes FB: The Ss will check the other groups

Reading for inference (8-10 minutes) • To provide Ss with more reading practice, to support the main aim and highlight the TL.

• Ss will read the text in 5 minutes to find 4 words for 4 definitions. They will work alone for 5 minutes. ICQ’s: Will you work alone or in pairs? alone How many minutes do you have? 5 minutes Then, Ss will check in pairs and T monitors them. After finishing and checking answers the answers ( T shows AK on WB), T starts • M: CCQs • F: on the board. • P : drilling

Controlled practice (2-3 minutes) • To check Ss understanding of the learnt items

• Ss will circle the right word. They will work alone for 1 minute. ICQ’s: Will you work alone or in groups? alone Will you circle or write? Circle. How many minutes do you have? 1 minute. FB: The Ss will Write the answers on the board.

Speaking (1-2 minutes) • To train Ss on how to rely on the context to understand unfamiliar words.

• Ss will discuss in pairs if they like the idea of living in an unusual home or not. They will work in pairs for 2 minutes. ICQ’s: Will you work alone or in pairs? In pairs How many minutes do you have? 2 minutes FB: The Ss will share their answers to the whole class.

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