Heba Heba

Description

In this lesson, students will practice jigsaw reading about Fresh fruit and vegetables are very expensive ,why not grow your own article. Students will engage in some questions in lead-in part , pictures,and real objects of different types of delicious fruits and vegetables to motivate them. They will then learn some blocking vocabulary in pre-teaching stage and then each group will read their texts for the gist and detail. It is expected that this encourage them to engage with the text at a deep level. There will then be a productive writing exercise to encourage students to draw together their learning from this lesson using provided KWL Chart and free discussion

Materials

Watch?v=by2nlqls9j8?size=16&default=html Smart Board
Abc Empower-A2 elementary workbook P.26
Abc pencils and A4 papers
Abc Reading Groups numberd 1,2,3,4
Abc T-Chart /Kwl Chart

Main Aims

  • To provide clarification of Food in the context of Crisps,salad,lemon,grapes,cereal
  • To provide gist, scan and detailed reading practice

Subsidiary Aims

  • To provide clarification for potential blocking lexis

Procedure

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

The lesson starts with mind mapping. Teacher writes "fruits and vegetables " on the board, draws a circle, and asks ss to tell the first four things comes to their minds. Then Tw ask ss to discuss following questions in pairs. ICQ: "Will you discuss in groups?"(No, in pairs.) TW hand out some stripes of question papers , they will then discuss the questions for a minute: "What is your favorite food? Why?" "What is your favorite type of fruits ? Why?" Get brief feedback. Finally, TW say "I will show my favorite food item" and show them a video on Smart board and introduce the types of food and ask them to repeat the names. (Probably all of the learners will know about fruits and vegetables . Show the article illustrated picture last in order to trigger ss more into lesson.)

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

TW put model answer paper on back side and ask students not to touch it .Tw ask ss to classify the vocabulary words under fruits or vegetables individually in the given work sheet . ICQ: "Will you work alone?" (Yes)/ are able to flip the answer key ?(No) Then TW hand out work sheet and give 2 minutes for them to answer . then Ss will discuss their answers in groups. After they finish, they'll flip the paper and see the answers. CCQ: "are apples type of fruits ?"(yes)

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

Tw ask ss to create 3 groups(balance the groups by matching stronger ss with weaker). Each group is going to be given one paragraph. Tw ask What do you think the article about? do you think it is informational or fantasy ? Tw each group to read the text quickly (skimming )and answer the questions on p. 26(SS-work book part A ) by their own. ICQ: "Will you read with your group?" (No) TW ask SS to fold the page and close their books , TW give each ss a number . ICQ: demonstrate not to unfold the page of the book or open it . After they finish, ask them to do peer-check.

Post-Reading/Jigsaw Task (7-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Tw sk ss to match with other group members considering their numbers given before. TW then asks ss to complete the KWL chart by asking questions. In this stage of the lesson, tell ss not to show the texts to other and they should not read it either. ICQ's: "Will you read the text to your friend?"(No) "Will you show the text to your friend?"(No) "What will you do?"(Discuss about the texts) Tw hand out the KWL chart and gives 6 or 7 minutes for ss to complete it. After they finish, ask ss to go back to master groups and peer-check their findings. Finally, TW write the answers on the board the and ask ss to check their answers for a few minutes.

controlled task • To enhance and check learners' understanding about the texts (5-7 minutes) • To enhance and check learners' understanding about the texts

TW ask ss to answer the questions, true or false, and correct the false ones individually(workbook P.26 part B). ICQ: "Will you answer alone?"(Yes) TW give them few minutes.Then Ss will peer-check their questions. After they finish, Tw provide correct answer after they finish

PACS (5-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

TW ask ss to write 2 sentences to describe their favorite type of fruit or vegetables without writing the name. ICQ: "Will you write a name?"(No) They will work in pairs and try to predict Which type they wrote about . (TW Provide error correction on the board at the end .)

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