English Lesson Planner | Receptive Skills

Sanjay Suckoo

Receptive Skills - January 11 - Beginner level

Receptive Skills - January 11
Beginner level

Description

Reading lesson in the context of "My free time". The students will learn about how we talk about free time activities such as watching tv or reading books.

Materials

No materials added to this plan yet.

Main Aims

To give students practice in reading for gist and specific information in the context of an article about a rock band

Subsidiary Aims

To introduce and review vocabulary related to free time activities by playing a game, doing a handout, and reading for specific information

Procedure (45-55 minutes)

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

- Play a game of hang man to elicit the word "free time" - Discuss free time activities by asking -"What is free time?" -"What are free time activities?" -Provide an example or two to get started and then elicit others through gestures if needed

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

- Give a handout for the 5 vocabulary words and have students work in pairs to match pictures to new vocabulary - Clarify the new vocabulary words with CCQ's and examples - band - noise - fantastic - weather - rap

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Have students read and listen to interview with Ruby and Phil Connor. - Individually write three things that Phil and Ruby do in their free time - Have students peer check their answers and then they will write the free time activities from the article on the board for feedback

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Have students read text and answer true and false questions - Have students peer check one another and then have pairs justify their answers as to why something is true or false, I will facilitate

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

-Put students in groups of 3 -Have each student fulfill a role in the reading, one person is the interviewer, one is ruby and one is Phil. -Students will stand up in their groups and read the dialog conversationally to one another