Lilia Lilia

TP5 Lilia
Upper Intermidate level

Description

In this lesson, students will practice their reading skills about Iceland. The lesson starts with a pair work discussion of the following questions: 1. What can you see? Which country do you think this is? 2. What time of the year is it in each photo? Which of the places would you like of visit the most? 3. Is this your idea of a ‘great getaway'? After this, students will try to work out the meaning and form of 2 challenging words from the text. Then, the T works with the pronunciation of the words with them. Then, Ss work on 2 reading activities. The first one is reading for general understanding and the second on eSs read for specific information. Finally, Ss work on a freer practice activity where they have to discuss in groups what is their new way of thinking about Iceland.

Materials

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39qzwku?size=16&default=html 1. Lead-In
3ghyiub?size=16&default=html 4. Freer Practice
30ltg13?size=16&default=html 3. Reading Activites

Main Aims

  • To provide gist and scan reading practice using a text about Iceland in the context of tourism

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of what students think of Iceland after the reading

Procedure

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

- T will share the screen with Ss (1 min) - T will show a Google Slide with two pictures and the following question: 1. What can you see? Which country do you think this is? 2. What time of the year is it in each photo? Which of the places would you like of visit the most? 3. Is this your idea of a ‘great getaway’? - T sets time for the activity: 3 mins - T asks ICQ's: 1. Okay, guys so do you have to discuss on breakout rooms or by private message? 2. Is it speaking or a writing activity? - Ss discuss in breakout rooms - T monitors breakout rooms - T nominates 2 students to give their answers (1 min)

Pre-Reading/Listening (4-5 minutes) • To prepare students for the text and make it accessible

- T shares screen - T explains to students that they will work on an activity: (2 mins) - Ss first have to decide whether the word is an adjective, adverb or verb (Form) - Ss have to match the highlighted words to the correct meaning based on the context. (Meaning) - T asks Ss to discuss their answers on private message - T conducts OCFB - T goes over pronunciation of the new vocabulary

While-Reading/Listening #1 (5-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- T shares screen and explain Ss that they are going to work on a reading activity (1 min) - T asks Ss to skim the text to get a general understanding and answer the questions (2 mins) - T asks students to discuss their answers by private message (1 min) - T conducts OCFB (2 mins)

While-Reading/Listening #2 (9-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- T share screen to explain the second reading activity (1 min) - T explains that they are going to scan the document to get specific information - T asks: 1. Do you have to read slowly or do you have to look for specific information? - Ss work on the activity (4 mins) - Ss work on breakout rooms to discuss their answers (2 mins) - T conducts OCFB (2 mins)

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

- T shares screen - T explain to students that they have to discuss what do they think about Iceland after the reading activity. (2 min) - T explains the cline: either you would love to go to Iceland, you wouldn't love it or you would hate it. - T asks: 1. Do you have to discuss if you would like to visit Iceland or living in Iceland? - Ss are sent to breakout rooms to work on the activity ( 4 min) - T monitors breakout rooms and prepares for DEC - T makes OCFB (2 min) - T covers DEC ( 2 min)

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