New lesson plan: skim, inference and detailed reading about New York city

Gloria Kyoyeta mirembe

skim, inference and detailed reading about New York city - Intermediate level

skim, inference and detailed reading about New York city
Intermediate level

Description

In this lesson, students will read about the way of life in New York City. The lesson starts with s discussion about life in Istanbul. This is followed by skim reading where students will choose a suitable title for the text. They will then match the meaning of some words from the text with the correct definition, and this will be followed by a task where they will have to choose true or false. Finally, students will discuss in groups if the rules in NY city would be popular in their own country.

Materials

hand out with the reading text and exercises.

hand out with the reading text and exercises.

Main Aims

To provide gist, inference and detailed reading practice using a text about New York the forbidden apple

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of New York city

Procedure (40-61 minutes)

Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

The teacher reads aloud sentences with various opinions about Istanbul city and pins them around the classroom. Invite students to get up and stand next to the opinion they agree with the most. Then encourage that group to prepare reasons for agreeing with that particular sentence. When they have finished, each group may share their reasons with the whole class.

While-Reading/Listening #1 (5-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Tell students that they are going to read a text about New York City and they have two minutes to quickly ready and choose a suitable title for the text. Give HO and students read through the titles first then they read the text. Give them time to read and then they can compare answers with their partner and finally whole class feedback. The teacher should encourage students to give reasons for choosing a certain title and ignoring the rest.

While-Reading/Listening #2 (15-20 minutes) • To provide students with more challenging reading task to infer vocabulary .

Divide the class into groups of four to five students. Provide each student in the group with a sheet containing definitions of words from the text. The students must read the text again and find the words that match with the definitions on the sheet. When they have finished, students should get up and check or compare their answers. Then have a whole class feedback but don’t forget to write the answers on the board.

while reading 3 (5-8 minutes) • to provide students with more detailed comprehension and understanding the text in depth.

Tell students to read through the statements on ex 3 of the handout. Inform them that they will read the text again and mark the statements true(T) or false(F). Students read the text individually and do the exercise. The teacher should monitor and ensure that students are doing the task.(if most students have the correct answers, then no need for WC feedback but if not, have feedback). They then compare answers with their partners.

Post-Reading/Listening (10-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In groups, students discuss the questions on ex 4 of the handout. The teacher monitors and helps where necessary. students then share their thoughts and opinions with the whole class.