New lesson plan: Demo Lesson #2 Reading for gist and detail in the context of Illness

Cansevil Tumanbay

Demo Lesson #2 Reading for gist and detail in the context of Illness - Upper-intermediate level

Demo Lesson #2 Reading for gist and detail in the context of Illness
Upper-intermediate level

Description

Following the context of illness and injury, in this lesson, students will be introduced to medical myths and have an opportunity to share their backround on it. The lesson begins with a warmer including cultural references to generate interest in the theme and elicit relevant vocabulary by the use of visuals and pre-reading activities. Then, students will do scan reading for gist with a text on medical myths and it will be followed up with reading for detailed comprehension. To enhance their reading skills for detail, students will practice through two interactive excercises and various feedback. Finally, students will have a short speaking session on the theme to share knowledge, thus to develop their oral fluency.

Materials

Qmkl3olttdgm1qvsu9fw tai chi to start up

Gap-fill handout

Visual 1

Visual 2

Visual 3

Visual 4

Visual 5

cultural reference visual

Pronounciation Sheet

Reading Handouts (ex.a, ex.b)

Medical Myths (reading text)

Gap-fill handout

Visual 1

Visual 2

Visual 3

Visual 4

Visual 5

cultural reference visual

Pronounciation Sheet

Reading Handouts (ex.a, ex.b)

Medical Myths (reading text)

Main Aims

Reading for gist and detail in the context of illness and injury

Subsidiary Aims

Vocabulary and speaking in the context of illness and injury

Procedure (37-46 minutes)

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

T will stick "mint-lemon tea" visual (culturally relevant) on WB to elicit alternative remedies, thus step into medical myths.

Pre-teach Vocabulary (10-12 minutes) • To prepare students for the text and make it accessible

T will stick visuals of target vocabulary (self-improvement, clinical trail, brain scan, drowsiness, lack, lantern, dim light) on WB and elicit some guesses (PW-discuss and try to guess with your partner) --- WCF. After PW and WCF, T will introduce pronounciations. Then, T will give Ss gap-fill handout and make them do peer check first. WCF for gap-fill handout.

Pre-reading (2-3 minutes) • To provide students with lest challenging gist reading

Ss will skim the reading text briefly to have a general idea about it Share opinions/check with their partners first. WCF.

While-Reading (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T will elicit and explain the strategy for missing sentence completion while doing reading for detailed comprehension. Give clear and brief instructions. Ss will read the text and fill in the blanks while reading. Ss will check and discuss their answers in pairs first. Then, WCF. T will elicit and explain the strategy for True/False handout and Ss will work in pairs to reveal the truth about the claims. WCF.

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

T will put Ss in groups of 5-6 to share their existing knowledge on the theme. (GW) T will do monitoring. Finally, T will ask each group to tell the most interesting experience. Instead of choosing one person from each group, T will make each student talk in the group to present that one interesting anectode (one S starts with a sentence, then T stops him and asks the next S continue with the story...)