Ozge Aydemir Ozge Aydemir

Özge Aydemir, Reading Lesson, The Human Camera / The Human Computer
Intermediate, B1/B2 level

Description

In this lesson, ss will be familiarized with the vocabulary related to abilities and will practise the vocab items through speaking tasks. As for the main aim of the lessons, ss will practise their receptive skill of reading integrated with the productive skill of speaking in the context of abilities of an autistic person. The jigsaw reading will provide with real communication and the sub-skills of reading for gist, reading for specific information and reading for detail.

Materials

Ruhjhzawqyoxbksiz4uj vocab. matching ho Vocab. matching HO
Wvepdg1sx6sxccpt0rvw rainman Movie scene video
Ov418gz8sq2km86lrlhe ak reading for detail Reading AK
Kxu4ycjqjiivqsijaohi text a the human camera Text A HO
3jesk6vvrpgdp2iabbt3 text b the human computer Text B HO
A9fu9xg3qdue4jga8nox find smo. who ho Find Smo Who HO
R4aaifdrd2ifijxtdfa9 pic visual

Main Aims

  • By the end of the lesson, ss will have improved their receptive skill of reading, and sub-skills of reading for gist, reading for specific information and reading for details in the context of men with extraordinary memories (abilities of an autistic person).

Subsidiary Aims

  • By the end of the lesson, ss will have improved their productive skill of speaking targeting fluency in the context of men with extraordinary memories (abilities of an autistic person).

Procedure

Stage 1 - Warmer/Lead-in (4-5 minutes) • To set lesson context, engage students and activate schemata.

T tells the ss that they are going to watch a scene from the movie "Rain Man" and asks them to think and share in pairs the answers to the questions "What's special about Raymond?, How's he different?" Ss watch the video and discuss in pairs. There's W/C F/B.

Stage 2 - Pre-Reading / Vocabulary (4-5 minutes) • To familiarize the ss with the phrases related to the context, to prepare ss for the reading tasks.

T sets the task, tells the ss to work in their pairs. Ss are given one piece of paper for each pair. T asks possible ICQs. Ss run outside the classroom and race to match the phrases in bold in HOs with their meanings. When the ss finish, T gives the AK. Ss check their answers in groups. T monitors. T asks if they have a problem with any of the answers.

Stage 3 - Pre-Reading / Controlled practice (4-5 minutes) • To create controlled practice of the phrases.

As a demo, T displays a photo of herself and invites the ss to ask questions about her ability as a windsurfer. Next, T asks the ss to find out about each other's abilities.T sets the task and gives HOs. Ss mingle and find someone for each cue. There's W/C F/B, each s shares a piece of information about a classmate.

Stage 4 - Pre-Reading / Prediction Task (3-4 minutes) • To arouse interest to read the text and prepare ss for the skimming stage.

T displays pictures of both texts of the jigsaw reading. T tells the ss are these two men have special abilities and asks the ss to discuss in their groups what special abilities they might have by looking at the pictures. There'S W/C F/B.

Stage 5 - While-Reading / Skimming (Reading for gist) (3-4 minutes) • To get a general idea of the text.

T quickly ECDWs the words "autistic and pebbles". T tells the ss to read the text quickly to check if their guesses are right or wrong. T reminds the question "What special abilities do they have?" T sets a time limit of 1 minute to read. There's W/C F/B.

Stage 6 - While-Reading / Scanning (Reading for specific information) (4-5 minutes) • To provide a closer approach to the text.

T sets the task and tells the ss to find the meanings of the given numbers in the text. T monitors. T puts the "A"s and "B"s in groups so that they can check theirs answers. T indicates one of the s's paper from each group as the AK.

Stage 7 - While Reading / Reading for detail. (7-8 minutes) • To provide students with a more challenging detailed task. To gain a deeper, more comprehensive understanding of the text.

T akss the ss to answer the questions about their texts. Ss work individually and the T monitors. When they complete the task T guides the ss to check their answers in their groups of A or B. T monitors. T doesn't give the A/K yet. F/B is given after next stage.

Stage 8 - Post-Reading / Follow-up (5-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned. To give ss a chance to practise speaking based on their understanding of the text.

Ss are paired up again based on Text A and Text B again and they are asked to share information about their texts by asking / answering the questions used in the previous stage. T monitors. When the ss are done, T hands out the AK.

Stage 9 - Post-Reading / Freer speaking practice (6-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned.

T divides the class into two and asks the ss to think of other people in history or in the world with extraordinary talents and share information about these people. T encourages the groups to come up with the most information to share. Ss work in groups. T monitors. Next, there's W/C F/B. T uses correction techniques when necessary.

Web site designed by: Nikue