New lesson plan: reading and freer speaking

mariam

reading and freer speaking - pre-intermediate level

reading and freer speaking
pre-intermediate level

Description

The lesson starts with setting the context of the word, “Rebel”, with the help of mimes. Students will discuss in groups why people rebel? The lesson will go on with reading for gist and reading for deduction. They will replace the underlined words from the words and expression found in the text to show better understanding of the text. The lesson finishes with freer practice of speaking about their personal lives and their rebellions when they were young.

Materials

reading and freer speaking for fluency

Main Aims

Students will do reading of the text,"Rebel'. They will learn how people can rebel in different ways. After the lead-in with the help of definition, students will follow through the sub-skills(reading for gist and reading for deductions)through the text.

Subsidiary Aims

To provide freer speaking practice in a conversation about other ways people rebel and whether students themselves had rebelled against their families when they were younger.

Procedure (39-46 minutes)

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

1.T will give hints about the word Rebel from (Translation of “rebel noun” from the Cambridge Learner’s Dictionary English-Turkish © Cambridge University Press) and mime the words, Committed, joined and inappropriate.

Pre-Reading/Listening (5-6 minutes) • To prepare students for the text and make it accessible

1. T will ask Ss, 'what makes people rebel in life ? talk with your group.'T will time them up for 2 min. then 2. WCFB T will write down their list on the CB or talk about it orally.

While-Reading/Listening #1 (7-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

1. T will chest the HO to SS,' You are going to read an article about three other famous people who have also rebelled against their family. please fold the paper and read Q1. I want you to take 1 min to just read the questions.' 2. T will do ICQ's from SS: ' Will you read the text or the questions?' after 1 min. 3. T -SS ,'Now unfold the paper and I will give you 4 min to read the text and answer Q1.' 4. T-SS will do ICQ's, 'Are you going to read it alone or with your partner?' SS: alone. After 4 min. 4.T : 'now,talk about it with your partner.' PW and then do WC FB 5. T will call the students to write the answers on the CB

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

1. T tell the Ss to scan the text for Q2," complete the question #2, by replacing the underlined words with words or expressions from the text with your partner." 2. T asks ICQ's to check; "Are you going to use any word in the text or underlined ones?' 3. Teacher gives ss time to complete the task, monitors them. 4. Teacher will do Student nominations for feedback. She will make a ball of paper and throw it to a ss and they will tell the answer and write it on the board. The SS themselves will nominate the next SS. Teacher will only monitor. 5. T will make 3 groups and give them Q3 in the form of task cards. one group will have only one task card. GW. 6. After 5 min, T will tell one Ss from each group to share their group's ideas. WCFB

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

1. T will chest the Ho and show anecdote written at the end of the HO to the SS. and tell them,'Now think about a time when you got into trouble as a child and talk about it with your partner." after 4 minutes. 2. T will tell SS ' now go talk about it with others in the class.'GW 3. WCFB: T will ask the Ss, 'Would anyone of you like to share their story?'' if none responds, T can take name of any SS. 4.T will do delayed error correction or if needed on the spot correction.