New lesson plan: Teen2Teen2, Unit 6, p 46, Reading

Parvaneh

Teen2Teen2, Unit 6, p 46, Reading - A1 level

Teen2Teen2, Unit 6, p 46, Reading
A1 level

Description

In this lesson students discuss about breakfast food, and they read about English breakfast, which is usually offered in hotels in the U.K. They are also reading about daily routine of Phil (one of their Teen2Teen friends) By the end of the lesson, students will be able to discuss daily routines and compare them with their own.

Materials

Whiteboard

Handout with comprehension questions

Teen2Teen2

Teen2Teen audio file, track 1.57

Discussion questions handout

Whiteboard

Handout with comprehension questions

Teen2Teen2

Teen2Teen audio file, track 1.57

Discussion questions handout

Main Aims

To develop reading skills, specifically reading for gist and specific information.

Subsidiary Aims

To practice speaking skills through discussing daily routines and comparing them with others.

Procedure (45-55 minutes)

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

- Write the question "What is your daily routine?" on the board. - Ask students to discuss this question in pairs or small groups. - After a few minutes, elicit some responses from different students.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

- Show the title of the reading passage on the board: "Phil Campbell's Daily Routine." - Ask students to predict what they think the reading will be about based on the title. -ICQ: Are we going to read a text? No - Elicit a few predictions and write them on the board.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Ask students to open their book. -Play an audio file then read aloud. - Ask students to read it individually and underline any unfamiliar vocabulary. -ICQ: What are you going to do? - After they finish reading, ask them to share any new words they found and explain their meanings as a class. -write new words on the board to explain new words' usage, such as the verbs eat and have are both used to talk about meals and food. To talk about drinks, have is more common, but drink is also correct. right after means immediately after.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Give each student a handout with comprehension questions related to the reading passage. - Ask students to answer the questions individually. -ICQ: Are you going to answer these questions in pairs? No - After they finish, Give them time to compare their answers with a partner or in small groups. -Go through the answers as a class, allowing students to ask any clarifying questions. -CCQ: Ask students to find who's posting? where is he from? is his accent British or American? what time does he get up? what time does he go to bed? is exercise part of his daily routine? After you are sure about your students' comprehension ask them to do exercises 2 and 3 then check them. - Give each student a handout with discussion questions related to daily routines. - Divide students into pairs or small groups and ask them to discuss these questions. - Monitor their discussions and provide assistance if needed. - Afterward, bring the whole class together for a group discussion, allowing different pairs/groups to share their ideas.

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

- Summarize what was discussed during the lesson about daily routines and comparing them with others'. - Encourage students to reflect on their own routines and consider making any changes if necessary. -Throughout the lesson, encourage students to use appropriate vocabulary related to daily routines and provide feedback on their language use when necessary.