Asmaa Omar Asmaa Omar

Materials

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Main Aims

  • To provide gist and detailed reading practice using a text about Animated movies in the context of Movie review

Subsidiary Aims

  • To provide fluency speaking practice in a Conversation in the context of Animated movies

Procedure

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

The T writes the word " genre " on the board and asks the following: - What does this word mean? ( a kind of a movie or a TV show) - What is your favourite genre? The T shows the Ss a picture and asks the following: - What kind of movie or TV show do you think the family is watching? ( animated movie)

Pre-Reading/Listening • To prepare students for the text and make it accessible

The T clarifies the word " Humor "to the Ss. 1- Context: yesterday I watched a movie with my family. This movie has a lot of jokes and we laughed Elicit: the T asks the Ss to guess the word - so this movie is full of..? ( humor ) The T asks CCQs to check the Ss' understanding: - Was it a comedy movie? Yes - Did we laugh? Yes Drilling: The T makes the Ss listen first then repeat after her: - Chorally - Groups - Individually Written form: - Humor is noun, verb or adjective? Noun - Where is the stress ? On the first part

While-Reading/Listening #1 (2-3 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The T sets the context of the text and gives the Ss the instructions: - Now we have an article about animated movies. - Alone, read the article without focusing on each detail and answer this question. - You have 2 minutes The T asks ICQs ( if necessary) - Are you working alone or with a partner? Alone - Will you focus on the details? No - How much time do you have? 2 minutes The Ss check their answers with the T

While-Reading/Listening #2 (3-5 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The T gives the Ss the instructions: - Read the article again but in detail and answer this question - Alone, you have 4 minutes The T asks ICQs ( if necessary) - Will you focus on the details? Yes - Are you working alone or with a partner? Alone - How much time do you have? 4 minutes After they do the task the T asks them to check their answers together After they finish, they share their answers with the T

Post-Reading/Listening (7-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

The T sets the context of the task and gives them instructions: - In pairs, discuss this question and tell me which one has the same opinion as yours. - You have 7 minutes The T asks ICQs ( if necessary) - Will you speak only? Speak and see which one has the same opinion as me - How much time do you have? 7 minutes The T asks them to stand up and start to speak

Feedback (2 minutes) • To give the students the chance to react to the content of the reading in the personalized and fluency-based activity. - To correct any errors have been occurred during the tasks.

After they do the speaking task, the T asks two Ss to share their answers with her. ( content feedback) The T writes some of their mistakes on the board and asks them to help her to correct them. ( language feedback)

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