Mohammad Rasool Safary Mohammad Rasool Safary

TP7
Pre-intermediate level

Description

Students focus on a reading passage in which the target grammar of the previous lesson is used. The students receive practice in the sub-skills of gist reading and reading for details.The learners also use contextual clues to figure out the meanings of specific vocabulary relative to the context of the lesson. The lesson ends with a speaking activity for which learners are presented with different profiles to decide on the best match.

Materials

Abc Deriving meaning
Abc power point presentation
Abc Visuals
Abc Reading passage
Abc True / False / Not given questions
Abc Speaking activity

Main Aims

  • To provide gist, scan and detailed reading practice using a text about friending and unfriending in the context of cyber-friendship

Subsidiary Aims

  • To provide clarification and practice of words pertaining to frienship in the context of cyber-friendship
  • To provide fluency speaking practice in a discussion about people's profiles in the context of cyber-friendship

Procedure

Lead-in (2-3 minutes) • To set lesson context and engage students

T provides the class with the logos of three popular social networks. T elicits the phrase social network.

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

T instructs the class to work in pairs and list five things people do on a social network. Pairs join to compare answers and help each other. Reporters read the items the members of their groups have come up with. The answers might include: find friends / upload pictures / upload videos / chat about different subjects / comment on pictures and videos / send messages / stay in touch with friends and family members / get information about our favorites

While-Reading #1 (2-3 minutes) • To provide students with a less challenging gist reading task

There is no direct definition for the word 'unfriend' in the reading passage which makes for a good gist activity. The students are given the text along with a gist question. They need to read the text fast and find the meaning of unfriend from the reading passage. T gives the class two minutes to find the answer after which the teacher checks the answer and asks for justification.

While-Reading #2 (8-10 minutes) • To provide students with more challenging detailed, and inference reading task

T provides instructions relative to the task. Ss are also instructed to underline their answers in the test to be able to justify their responses later on. ICQs: 1. Does true mean we have the exact information in the reading? Yes 2. Does false mean we don't have the information in the reading? Yes 3. Does Not Given mean we don't have the information in the reading? Yes 4. Do you need to underline your answers in the text? Yes Students check the answers in pairs before T checks the answers with the class and listens to their reasons.

While-Reading #3 (8-10 minutes) • To provide students with more challenging task to improve their use of contextual clues to guess the meaning

T provides instruction and then asks ICQs: 1.Do we need the meanings of the italicized words or the bold words? the italicized words 2.How much time do you have? 3 minuets 3.Do you need to underline your answers? Yes Ss check their answers in pairs before the teacher checks the answers WC. T models and drills pronunciation.

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

The students are provided with six online profiles. The need to find who should friend who based on the information provided. The Ss do this in pairs before pairs join to form groups to check if their answers are similar. T monitors to provide assistance and find mistakes. The matches are checked as feedback and the teacher goes through the mistakes to end the lesson.

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