English Lesson Planner

abdelkrim ryad

Moving - Intermediate level

Moving
Intermediate level

Description

The lesson starts with a discussion about the theme of the text, followed by a jigsaw reading where the students interact with the text in order to read and relate to it according to their own life experiences. Finally there's a controlled practice of gap filling, and a free practice where the students brainstorm their ideas about the text.

Materials

Handouts

Handouts

Main Aims

To provide gist and scan reading practice using a text about sudden change and big life decision in the context of Moving in the context of Moving

Subsidiary Aims

To get the students develop skimming and scanning skills to get specific information in texts.
To expose the students to new vocabulary items they may not be familiar with, and get them understand their meaning through the context.

Procedure (45-55 minutes)

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

-Talk about your own experience (Anecdote) of moving to set in context. -Ask the students if they have ever had to change the place where they live and travel to a different place or a city. Gather some answers. -Ask the students to discuss in pairs their feelings about this life experience. -After one min ask some of the students to report back about their partner.

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

- Elicit some of the keywords related to the topic of the text and write them on the board as a reference. Take 5 min to gather as much words as possible. CCQs: What do we mean by redundancy? is it something positive or negative? - Write some of the keywords you have gathered and their meaning in different order, then ask the students to match the words to their definition. Allow 2 min of pair discussion. ICQs: Are you going to work alone? No Do you have 2 min to work? yes. - Ask for feedback and allow students to write down the right answer on the board.

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

- Read the question to the student and then give them 5 min to read the text individually and ask them to answer the questions on exercise number 1. ICQ: Are you going to read one paragraph? NO Are you going to work alone? Yes. -Conduct a FB by asking the students to read their answers and write down the answers on the board to allow students to correct possible mistakes

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

- Take 1-2 min to grab the ss attention to the missing lines in the text and then ask them to do exercise 2. - Allow the students 5-8 min to work in pairs, then ask them for feedback. ICQ: Are you going to work alone? No. Do you have have 8 min of work? Yes. -Take 5 min to collect answers and try to Concept check if the students understand the difficult words in he text.

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

-Allow the students 5 min to work on the last exercise. Ask them to work in groups of 3-4 and then ask the students to report back the FB. -Conduct a WCFB - Wrap up the class by delayed misspelling correction.