English Lesson Planner | Journeys (Integrated Reading & Listening)

Ghazaleh

Journeys (Integrated Reading & Listening) - TP3 - Elementary level

Journeys (Integrated Reading & Listening) - TP3
Elementary level

Description

In this lesson, students learn vocabulary related to journey and transportation through a reading text about city profiles which is followed by a listening about forms of transport. The lesson starts with a discussion about forms of transport. This is followed by a match activity (words with pictures). Finally there is some semi-controlled speaking activity about modes of transport.

Materials

Handout

Listening

Pictures Taken from Google

Handout

Listening

Pictures Taken from Google

Main Aims

To provide detailed reading practice which is integrated with specific information listening practice using a text about form of transport in the context of journey

Subsidiary Aims

To provide review vocabulary and fluency speaking practice in the form of transport in the context of journey

Procedure (45-59 minutes)

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

Teacher asks Ss to think of "Public Transport", Then T writes a question on the board and asks Ss to work on it in pairs. " Do most people use public transport in Istanbul?why?why not?" W/C FB.

Pre-Reading 1 (10-12 minutes) • To prepare students for the text and present/review some related vocabulary

1-Teacher shows the forms of transport pictures and elicits their name and gives handout.T asks Ss to match the forms with the famous places (ex , 1a) . Peer check. Monitoring. W/C FB. 2- Teacher puts the picture for the vocabulary (ex, 1b) on the walls and gives cutup sets of the word to Ss. Students walk around the room to match the word with the pictures (group of 4). W/C FB. T highlight the word map on the board.

Pre-Reading 2 (2-4 minutes) • To generate interest in the reading and listening

Teacher reads the question (ex, 2) .Ss work in group to discuss the question. Monitoring. W/C FB.

Reading 1 (2-4 minutes) • To practice reading for gist

Teacher explains (ex, 3a). Ss read quickly to check their predictions. Peer check. W/C FB.

Reading 2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Teacher explains the chart (ex, 3b). Ss read the text more slowly and complete the chart. Peer check. Teacher draws the chart on the board and elicits the answer from student and asks them for justification.

Listening (10-12 minutes) • To encourage Ss to listen for specific information and detail

Teacher uses photo to pre-teach some words. T explains (ex, 4) Ss to complete the chart by listening to Julia and Billy. Ss listen and complete the chart. Peer check. T monitors them re-play it if they need. Teacher completes the chart on the board and elicits the answer from student and asks them for justification.

Post-Reading/Listening (8-10 minutes) • To allow for rationalization and practice of target productive skills

Teacher regroups Ss and asks them to discuss the Qs (ex, 5). teacher monitors Ss make a note of their mistakes and helps them if they need. T highlights the mistakes on the board and clarifies them.