Haya Alzaghal Haya Alzaghal

Reading lesson // Haya Zaghal // TP8
Global Elementary A2 level

Description

In this lesson, the students will read for gist and detail in the context of travel. The lesson begins with students being asked which country would they move to. Then, the students will read a text in which they are asked gist, specific information, lexical inferencing, and detailed comprehension questions. For the post reading task, students will work practice speaking about why people emigrate from their countries,

Materials

Abc Lexical Inference HO
Abc Detailed questions HO
Abc Slide show and slips of paper
Abc Slide Show Picture
Abc Gist question HO
Abc Specific Information HO

Main Aims

  • To provide gist and detailed reading practice using a text about emigrants telling reasons why they left thei countries in the context of travel

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of immigration

Procedure

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

The students will be asked a question through a power point slide to discuss with a partner, if they would move to another country which would it be and why. this is a personalized lead-in question to warm up the students for the text about migration and immigration and for the teacher to hear any existing vocabulary about the topic.

While-Reading #1 (6-8 minutes) • To provide students with a less challenging gist information reading task

The students will be given the reading text to read for less than two minutes, and they will be given three choices and asked to decide which of them is the main idea of the whole text. The students will do the task individually then asked to check their answer with a partner then open it up to have a WCFB.

While-Reading #2 (10-12 minutes) • To provide students with more challenging specific reading task

The students then will be handed a specific questions, they will scan the text for few minutes to find some specific information to answer the questions. they will then check their answers with a partner then unfold the paper with answer key underneath.

While-Reading #3 (5-8 minutes) • To provide student with a lexical inference task

The students will be given definitions of some words in the text to try and figure out the meaning of them through the context. [The teacher will change the seat of two people on either side of the room to have the students work with a different partner for this task.] Then the students will check their answers with a partner and then have the answer key on the board to have a WCFB

While-Reading #4 (8-10 minutes) • To practice reading for detailed comprehension

The students will now given detailed questions for them to understand the text in depth. they will be given more time to read the text and answer the questions then check their answers with a partner after that they will unfold the handout for the answer key underneath. Then if the students have any questions, they can ask the teacher.

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

The students will be given the rest of the class to have a fluency speaking practice with some questions given on different colored paper to regroup the students to able to work with different students in this task. the questions will be about reasons why people emigrate, and which ones apply to the people in their country. they will be given some reasons to order from most important reason to the least important and discuss with their group why they ordered it that way and which apply to their country. the teacher then from the monitoring might have heard some mistakes or good sentences and will share both on the WB in the feedback stage and correct what needs to be corrected

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