Amin Amin

Amin TP 6
Elementary level

Description

In this lesson, students will learn and practice different techniques of reading when they do both sub-skills, gist reading and reading for details. They will also practice a productive skill which is speaking for fluency at the end of the lesson.

Materials

Abc Gap fill HO
Abc True or False HO
Abc Three Texts
Abc Wh-questions HO

Main Aims

  • To provide gist and detailed reading practice using a text about celebrations

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of celebrations

Procedure

Lead-in (5-6 minutes) • To set lesson context and engage students

T shows visuals of some occasions on the white board and asks the Sts what they can see. Then, T gives the Sts four names of occasions and asks them what names represent the visuals on the white board. After that, T asks them what we call these in general (celebrations). Then, T asks them where people usually celebrate these occasions in their country, a restaurant, at home, a cafe', etc.

Pre-Reading (4-5 minutes) • To prepare students for the text and make it accessible

T pre-teaches some six words/phrases that they might be difficult for the Sts by giving them a HO which contains a matching activity of the words to their meanings. T tells the Sts that they can do it in pairs. T drills the new langauge, Sts may use it in the post-reading stage. a Blog Retirement a Wonderful dinner a Big surprise a Presentation a Ceremony

While-Reading - gist reading (3-4 minutes) • To provide students with less challenging gist and specific information reading tasks to give the students an idea of what the texts are about

T writes four words/phrases on the white board and gives the Sts two HOs, one which contains three texts and the other contains three sentences. Then asks the Sts to read the texts quickly (skim) and write only one word/a phrase on each text and then fill in the gap in each text with one sentence from the HO.

While-Reading - reading for details #1 (5-6 minutes) • To provide students with more challenging detailed reading tasks to practice scanning

T asks the Sts to read the texts carefully and then he gives them a HO which contains true or false statement, the Sts have to choose 'true' or 'false'. T asks the Sts to not look at the texts at this stage. T asks the Sts to check in pairs and then T conducts open class feedback.

While-Reading - reading for details #2 (5-6 minutes) • To give students one more task to practice scanning for reading for details

T gives the Sts a HO on which wh-questions are written and then he asks them to read the texts again and answer the questions. T asks the Sts to check in pairs and then conducts feedback.

Post-Reading #1 (Writing) (6-8 minutes) • To provide with an opportunity to respond to the text and personalize the topic to generate students' ideas and experiences

T asks the Sts to work individually and write a short paragraph about a special celebration with their families or friends. T monitors to make sure Sts are on the task and to provide support where it is necessary.

Post-Reading #2 (Speaking) (8-10 minutes) • To provide an opportunity to the students to share their experiences with their friends and also to improve their fluency

T divides the Sts into three groups of three or four and asks them to talk about their special celebrations with in their groups. T tells the students not to use the paragraph they wrote to help them improve their fluency instead of reading from the paper. After groups have finished talking, T asks the Sts to nominate the best celebration in each group and then he asks one student from each group to change with another group to talk about the best celebration they nominate to allow more time for the Sts to improve their fluency.

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