Himan Khoshabru Himan Khoshabru

Teaching Plan: 6B
Elementary: A1 level

Description

In this skill lesson students will provide with an opportunity to develop their reading ability. The students during their reading skill go through all the stages that is required for the lesson such as: pre-reading, while reading and post reading. They also work on their speaking skill to give them a chance to have more interaction with each other during the lesson.

Materials

Abc board, board pen, projector
Abc handouts
Abc board, board pen, projector
Abc handouts

Main Aims

  • The aim of this lesson is to help the students to develop their reading skills. In this receptive lesson students are going to be familiar with all the stages and technics required for reading a text.

Subsidiary Aims

  • To provide the students an opportunity to have some speaking practice to be productive as well during the lesson.

Procedure

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

The teacher projects a picture of himself on the board and ask the students the following question: 'who is he?' 'where is he?' 'what's he doing?'. Put the students in pairs to discuss the questions. While the are discussing the questions monitor them. When they finish ask them to report back their ideas to the whole class?

Pre-Reading/ Pre-Teach Vocabulary (6 minutes) • To prepare students for the text and make it accessible

Go through the stages of ECDW to teach 'cousin' 'pretty' 'slim' 'wavy' 'jogging' 'skyscraper'.

Pre-Reading/Prediction (5 minutes) • The aim of this stage is to motivate students and get them focused on what they are going to read.

Project the picture of New York on the board and ask them to guess, 'what's the name of the city?' 'what's the name of two famous buildings there?', 'where is this city?'. Give them time to discuss in pairs. While they are discussing monitor them. When they finish ask individuals to share their ideas with the whole class.

While-Reading#1 Skimming (8 minutes) • To provide the students with a less challenging gist and specific information reading task.

The Teacher write three questions on the board, 'Where does Sophia come from?' 'Where do they often go in New York'? 'Where are Rosemary's parents?'. The Students read the text individually, while they are on task stay back and don't interrupt them. When they finish ask them to work in pairs and share their ideas. While they are discussing monitor them closely and see who has got the right answers. At the end nominate some of them to give feedback to the whole class.

While Reading#2/ Reading for Detail (10 minutes) • To provide the students with more challenging detailed, deduction and inference reading task.

The teacher gives the students clear instruction about the stage. The students read the text again and try to answer the question 1-18. When they finish ask them to work in pairs to check their answers, while they are sharing their ideas monitor them closely and give them clues if needed. When they finish pair checking put them in two groups for more interaction and checking again. At the end ask them to find their answers on the wall outside.

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

The teacher puts the students in three groups. In each group we have a writer and a reporter, the writer takes notes while they are discussing and the reporter at the end of the task is going to report back to the whole class. Each group choose a city. The teacher asks the students think that you are in the city now and try to answer the following questions 'where are you now?' 'who are you with?' ;what are you doing?' 'what is he or she doing?'. The students work in groups to come up with ideas. While they are on task monitor them and help them if needed. When They have finished ask the reporter of each group to report back to the whole class.

Freer Activity (3 minutes) • The aim of this activity is to give the students to be more independent and productive.

The teacher writes on board 'what's the name of your favorite city? why?'. The students work in pairs and discuss the question. While they are on task monitor them and make sure they are all involve in the activity. When they finish ask them to talk about his/her partners favorite city.

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