Keri Hughes Keri Hughes

READING: A night to remember
Elementary level

Description

In this lesson, students will read for gist and detail the recollections of the memorable nights of Maria Julia and Mehmet. They will end the lesson in a collaborative writing activity, where they create a short paragraph of a memorable night together.

Materials

Zw0dfsczfq4?t=32?size=16&default=html Grease - Summer Nights HD
Abc 7C | Reading exercises a-c
Abc Magical Photos

Main Aims

  • To provide gist and detailed in the context of memorable nights

Subsidiary Aims

  • To provide process writing practice of a description of past events in the context of memorable nights

Procedure

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

Use the song "Summer Nights" to set the tone for the theme of the day -- memorable nights. After the short clip, write on the board "A Night to Remember" and elicit possible activities (for example - meet someday, as in the clip; have dinner in a fantastic restaurant, see a great film, go to a really good party...) Write the activities on the board under the heading and provide vocab support if needed. Summer Nights play from - 0:35-1:50 https://youtu.be/ZW0DfsCzfq4?t=32

Pre-Teaching (every cat does weird stuff) (3-5 minutes) • To remove potential blocking vocab from reading text

embarrassed (adj) Elicit describing situation: (tripping and falling in public) CCQ: is it negative or positive? (-) memorable (adj) - easy to remember because it is special. Elicit referring back to the song "Summer Nights" CCQ: can we use it to describe events in the future? (no) magical (adj) CCQ: is it negative or positive? (+) suddenly (adv) Elicit describing situation (riding the bus in traffic in Istanbul and suddenly driver hits the brakes)

Pre-Reading - Exercise A (5-8 minutes) • To prepare students for the text and make it accessible

Students focus on the photos, the instructions, and the introduction to the article. - For each photo, why do you think the night was memorable? Students look at the photos and discuss in their tables (3 minutes). Then elicit answers.

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

pre-teach the past of "go" ("went") to help students understand the text. Tell students they're going to read about Maria Julia and Mehmet's nights, and they must match each one with a photo.

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

Focus on the questions, and ask students if they are in the present or in the past (the past). Ask how they know (auxiliary "did" and "was/were"). Have students match the questions with the answers (10 minutes). Then check with a partner. 1. When was it? Where were you? 2. Who were you with? 3. What did you wear? 4. What did you do? 5. What was the weather like? 6. What time did you get back? 7. Why was it a memorable night?

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

Have the students create fictional answers for each of the questions. Depending on class size, divide the students so that they are answering different questions. For example, if there are seven students, the first student would answer question one, the second student would answer question two, etc. As the students are working, monitor keeping an eye out for past tense usage. Then students will read aloud their sentences to hear the short story they created as a class. 1. When was it? Where were you? 2. Who were you with? 3. What did you wear? 4. What did you do? 5. What was the weather like? 6. What time did you get back? 7. Why was it a memorable night?

Web site designed by: Nikue