New lesson plan: Teaching Practice 7- Reading Comprehension

Sharareh Yaghoobi

Teaching Practice 7- Reading Comprehension - Pre-Intermediate level

Teaching Practice 7- Reading Comprehension
Pre-Intermediate level

Description

This lesson aims at presenting the Ss with various reading comprehension tasks to enhance their understanding of written English. Besides the reading comprehension, Ss will get familiar with some key vocabulary through a crossword puzzle activity. Ss will also be given a n opportunity to engage in productive skills through some speaking activities.

Materials

Hand-out 4.docx

Hand-out 3.docx

Hand-out 1.docx

Hand-out 2

Hand-out 4.docx

Hand-out 3.docx

Hand-out 1.docx

Hand-out 2

Main Aims

To provide the students with an opportunity to enhance their reading comprehension skill through a series of gist reading and reading for details activities.

Subsidiary Aims

Vocabulary: To familiarize the Ss with some vocabulary they will find helpful in understanding the text. Speaking: Provide an opportunity for them to work on their language production through some speaking activities.

Procedure (34-44 minutes)

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

At this stage, T will greet the Ss and ask them how their weekend has been. To set the context of the lesson, T will ask if they work and if they like their job. If the majority of the class have a job, then there will be a quick PW/ GW asking the Ss to talk about their job and how they like it,

Pre-Reading (4-6 minutes) • To prepare the students for the text and make it accessible through unblocking the key vocabulary

At this stage, T will show HO 1 to the Ss. T will tell them they have a few words and their definitions at the bottom. They will fill the crossword puzzle with the new words. Ss will be given 3-4 minutes to work on this activity in pairs. Once they are done, T will ask them to check their answers with the pair next to them. T will then do a WC FB.

While-Reading (Gist) (5-7 minutes) • To provide students with a less challenging gist reading task

At this stage, T will show HO 3 to the Ss. T will tell the Ss they have to read the text they will be given (HO 2) quickly and check which pieces of information from among the 4 sentences they can find in the text. T will tell them they have 3 minutes to do task 1 individually. T will give the Ss HO2 and HO3. Once they are done working, T will ask the Ss peer check and will do FB by nominating afterwards.

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

1. At this stage, T will ask the Ss to Task 2 in HO 3. They are required to read the text again, this time more quickly and then check the sentences as T or F. T will tell them they have 5 minutes to read the text and do Task 2. T will ask an early finisher to put the answers on the board and then will do deep FB by nominating, asking them why they have chosen True or False. 2. T will show HO 4 to the Ss and tell them they will read the text again individually and answer the questions. They will also underline where they found the answer. T will tell them they have 6 minutes to do this task. after the Ss are done, T will ask the Ss to check their answers in groups of 3. T will elicit answers WC and do deeper feedback.

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

As a last stage in this lesson, Ss will practice their speaking skill through a free activity. T will tell them they have 2 minutes to think about either of the following: 1. Their job now 2. Their previous jobs 3. Jobs of people they know T will tell them they will think about the jobs in terms of the criteria they read in the job profiles. Then they will go around the class, find someone and tell them about the job. T will also highlight that they will be telling the class about a classmate they talked to.