New lesson plan: Assignment Reading

reyam elzwawi

Assignment Reading - intermediate level

Assignment Reading
intermediate level

Description

This lesson aims at intermediate level, it could be also adapted for use with higher levels. It provides practice new vocabulary and both gist and detailed reading. In addition to practice writing letters.

Materials

A handout includes a text and worksheets including questions for reading and writing activities.

A handout includes a text and worksheets including questions for reading and writing activities.

Main Aims

To provide gist and detailed reading practice using a text about Risky play in the context of Children's lifestyle

Subsidiary Aims

To provide product writing practice of a Letter in the context of Comments

Procedure (32-45 minutes)

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

- T sets the context by telling SS an anecdote to get SS into the lesson. - T elicits information about similar situations or SS' opinions, to engage whole class into the topic.

Pre-reading / pre teaching vocabulary (5-10 minutes) • To provide students with new vocabulary and to prepare them for the text and make it accessible

- T pre-teaches vocabulary by drilling and highlighting the form on the board, using symbols to mark the stress. (adolescents, obesity, cyberbullies, self-esteem, and motto). -T gives a handout to the SS to work alone that includes a gap filling task, providing the new vocabulary in a box at the top of the page, and ask ICQ: - Are you going to work alone or in pairs? -alone. -T ask SS to check their answers in pairs, then provide an answer key on the board.

While-Reading (Gist reading) (2-4 minutes) • To provide students with less challenging gist reading.

-T writes on the board 3 titles, only one is correct, then gives SS a handout of the text, gives clear instructions to read individually quickly and choose the most suitable title.T asks ICQ: -Are you going to read quickly or slowly? - quickly -Are you going to read alone or in pairs? - alone -SS discuss in pairs, T elicits possible answers from SS then give a feedback. -T asks CCQ: -What is the text about? - overprotecting a child/ risky children etc. -Is this article from a book or internet ? - internet

While-Reading ( reading for specific information) (14-16 minutes) • To provide students with more challenging detailed reading tasks

-T gives SS a worksheet includes 2 tasks, then gives clear instruction that they have to read looking for specific information to answer these tasks. - T demos the first task(matching the percentages mentioned in the text to each study) then SS will be asked to do the rest individually. T monitors. SS will check their answers in pairs then T provides an answer key on the board. - T demos the second task and ask SS to work in pairs ( Find words in the text that means same words in the list) T use ICQ: -are you going to work alone or in pairs? - pairs -SS check their answers in groups. T provides an answer key on the board.

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

-T writes the title on the board , helping SS to brainstorm their ideas and what they remember from the text. -T provides a worksheet includes a writing task asking SS to write an email to the author of the position statement, to share their point of view and their comments. -T monitor and gives feedback.