English Lesson Planner | Reading - Unit 10: Is an Only Child a Lonely Child?

Waleed Mandour

Reading - Unit 10: Is an Only Child a Lonely Child? - 560 Humanities level

Reading - Unit 10: Is an Only Child a Lonely Child?
560 Humanities level

Description

In this lesson, students will have the opportunity to use their knowledge of vocabulary in comprehending the text, scanning, and demonstrating comprehension of specific information. Also, they will be able to distinguish between facts and opinions and identify arguments for and against a certain issue in a text. In addition, they will demonstrate their ability to critically compare and contrast two reading texts about a given topic.

Materials

Active Skills for Reading 3 (Course Book); FPEH0560 Course Book

Slide Presentation for the Lesson

Sibling Issues

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Vocabulary Set

Active Skills for Reading 3 (Course Book); FPEH0560 Course Book

Slide Presentation for the Lesson

Sibling Issues

Vocabulary Set

Main Aims

To provide scan, detailed and deduction reading practice using a text about Changing Families: Is the Only Child a Lonely Child in the context of family (pp. 149-152)
To provide clarification of Compound Nouns in the context of family (p. 153)

Subsidiary Aims

To provide review and practice of language used for comparing and contrasting different data sets critically in an anthropological topic in the context of family structures

Procedure (60-85 minutes)

Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

-Setting the lesson's agenda -Reviewing learned vocabulary through the Quizlet app: the teacher will request the students start a live vocabulary competition online using the app to review the learned vocabulary about the topic.

Pre-Reading (10-15 minutes) • To prepare students for the text and make it accessible

- Ss read individually the text. - In small groups, Ss discuss the ideas they learned through the text and further discuss the text structure - On the board, the teacher elicits information and reinforces it.

While-Reading (15-20 minutes) • To provide students with reading for details and language use review tasks

- In small groups, Ss are asked to answer questions on pages 131/2 and answer them from the text. - They should be able to clarify their answers from the text.

Post-Reading: Vocabulary Skills (10-15 minutes) • To provide students with the vocabulary skills of identifying/comprehending compound nouns in reading texts

- Teacher introduces examples of compound nouns on page 153 (also in the slide presentation). - He elicits the types of compound nouns from Ss. They should provide more examples based on the previous readings - 2 from each group. - Practice: Ss answers questions B and C on the same page. - To extend Ss' knowledge about compound nouns, the teacher provides a grammar lesson provided by Cambridge Dictionary for them to review independently. https://dictionary.cambridge.org/grammar/british-grammar/nouns-compound-nouns

Post-Reading: Compare & Contrast between Only Child Issues & Sibling problems (20-25 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned in relation to other academic readings

- Ss. are able to compare and contrast the current reading text with another text for real life. The short authentic text has been provided earlier for preparation. They should start with reading the text individually, and identify the key ideas. - In small groups, Ss will compare and contrast both texts in terms of the information provided about the advantages and disadvantages of having an only child or siblings in a family. - Teacher will select one student (or two) to reflect on their readings.