New lesson plan: TP 1. Lesson 3. Reading (Ana)

Ana Laura Romero

TP 1. Lesson 3. Reading (Ana) - UPPER-INTERMEDIATE level

TP 1. Lesson 3. Reading (Ana)
UPPER-INTERMEDIATE level

Description

This lesson provides reading practice for gist and specific information.

Materials

Reading handout: "You're labelled"

Google forms: Lesson 6C, ex. 2b

Reading handout: "You're labelled"

Google forms: Lesson 6C, ex. 2b

Main Aims

To provide reading practice for gist and specific information in the context of designer clothes.

Subsidiary Aims

To provide clarification of back referencing in the context of a fashion article.

Procedure (38-45 minutes)

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

1. I will ask the Ss to mention the names of the most famous fashion designers and brands. 2. Once we get at least five names, I will ask the following question: "Why is important for some people to wear clothes produced by these designers or brands?"

Pre-Reading (5-6 minutes) • To prepare students for the text and make it accessible

MEANING I will share four sentences using words from the text and I'm going to ask Ss to match the sentences to the images on the screen. Then, I will ask students to answer a question about each sentence. 1. Washing instructions should be on the LABEL. CCQ: What other information can you find on the label of your clothes? 2. He had a nice smile and an APPEALING personality. CCQ: Having an "appealing personality" is a positive or a negative characteristic? Do you think you have an appealing personality? 3. There was a long QUEUE for tickets at the theater. CCQ: What word can replace QUEUE in this sentence? FORM I will ask the Ss the function of the word in each context. PRONUNCIATION I will model the three words. Then, I will ask Ss to identify the number of syllables and stress. I will ask Ss to drill. 1. Label /ˈleɪ.bəl/ 2. Appealing /əˈpiː.lɪŋ/ 3. Queue /kjuː/

While-Reading #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

1. I will ask the Ss to read the text individually and choose the best summary sentence for parts A and B (ex. 2a). I will give my Ss four min. 2. I will tell the Ss to work in groups and compare their answers on the ex. 2a. I will give my Ss three min. 3. I will elicit the Ss to share their answers with the class so they can get open-class feedback (OCFB).

While-Reading #2 (14-15 minutes) • To provide students with a more challenging detailed reading task

1. I will ask the Ss to read the text again individually and answer the questions about the text on Google Forms (Ex. 2b). I will give 5 min. to my Ss. 2. I will tell the Ss to work in pairs via BORs to compare their answers. I will set the timer for the BORs to 5 min. 3. I will elicit the Ss to share their answers with the class to receive OCFB.

Post-Reading (8-10 minutes) • To allow students to express themselves on the topic.

1. I will ask Ss to work in groups in the BORs and share their opinion on the three following sentences previously underlined in the text: a. "Such clothes bring status and even job recommendations, but only when the label is visible!" b. "It seems it may be better to have no logo at all than to have the wrong logo!" c. "The way we assess each other's status may be seriously wrong." For this activity, I will enter to BORs to give feedback and Delayed Error Correction (DEC). I will set the timer of the BORs to 8-10 min. depending on the time left.