Автор: Кловак Елена Владимировна
учитель английского языка АНО «Павловская гимназия»
Developing reading skills. Reading for gist and detailed comprehension.
LESSON PLAN
“Narrow escape”
| Teacher: Elena | Date: | Level: Intermediate | Length: 45 mins |
| MAIN LESSON AIM(S) |
| To help students practise the sub-skills of reading for gist and detail in the context of an article about a narrow escape |
| SUBSIDIARY AIM(S |
| VOCABULARY: To introduce (or to revise and extend the knowledge of) meaning, form and pronunciation of several vocabulary items (pre-teaching stage) – current, chaotic, to surface, tide, to call it a day
SPEAKING: To help students improve their oral fluency by talking about swimming, and freer practice activity when they discuss their stories about some unforgettable moments in their life |
| PERSONAL AIM(S) |
| I want to work on monitoring, especially when Ss work in pairs and try not to repeat the answers, I will use groups of two or pair work |
| ASSUMPTIONS |
| Students are already familiar with the topic “Water”, they can use some topical vocabulary and it can contribute to the lesson. |
| TIMETABLE FIT |
| Some ideas from the lesson will be probably used in the following lesson where the students will be able to write blog post |
| MATERIALS |
| Activities from “Life. Intermediate. [Paul Dummett; John Hughes; Helen Stephenson], Heinle/Cengage Learning, 2013, pp 38-39” |
| Stage | Aim(s) | Time | Procedure | Interaction | Anticipated Problems
+ Possible Solutions |
| Lead-in | To generate interest in the theme, to activate students’ background knowledge and prepare them for the reading | 4 | Give instructions.
Chatting about the topic of the text – ask students questions, try to relate these to their personal experience. Brief OC FB – ask several students to report what they have learnt about their partner (30 sec) |
OC
PW OC |
P: students are reluctant to work in pairs
S: encourage them, regroup |
| Pre-teaching
vocabulary |
To pre-teach meaning of words
necessary for the tasks (current, chaotic, to surface, tide, to call it a day); to facilitate text comprehension. |
7 | pre-teaching ‘current’, ‘chaotic’, ‘to surface’, “tide”, “to call it a day”– oral prompts/anecdote
Convey-elicit-check meaning-drill pronunciation Board the words and highlight MPF features |
OC | P: Students cannot come up with the exact word
S: provide it yourself Ss may have problems pronouncing some words- support their efforts and give more time |
| Orientate
students to text / Prediction |
To generate interest in the text, activate
schemata and to help students prepare to read; to provide a reason for reading (checking their ideas) |
2 | Tell students about the text; students predict content
based on pictures and titles. Brief OC FB – ask several students about their predictions |
PW
OC |
Some students are unable to think of or are reluctant to share their ideas give my own personal example |
| Gist Reading | To orientate students to the overall
content of the text and to give them practice in gist reading |
3 | Ss read the text briefly and decide if their predictions were right. Ss share if their prediction was right. | S
OC |
Some students may tend to start focusing on trying to understand every word and end up reading too slowly – give a tight time limit to encourage speed reading, clarify when setting up that they don’t need to understand everything – just the main idea to check the prediction |
| Reading for fuller comprehension | To give students practice at reading
for detailed comprehension |
13 | Set up the task. “Decide if the statements are True or False. Underline the necessary information in the text to prove your choice.”
Ask task understanding. ICQs Ss read the text more slowly Get Ss check in pairs. OC FB Ss justify their answers with reference to the text, |
S
OC |
Some students finish the task earlier. Re—group them to check with other fast-finishers
The reading task may be too challenging for the students — set it up carefully, check they understand they do not need to understand every word and focus on everything, just get the general idea and the details needed to answer the questions, peer checking should also help |
| Productive
skills extension. |
To give students a chance to respond to the content of the text and share
opinions; to provide speaking practice |
6 | Regroup the students. (if necessary)
Flashcard with questions for discussion – instruct students to discuss these in groups of three OC FB — Encourage students to summarize the information discussed with their peers, nominate one student from a group to answer. Check task understanding. ICQS |
GW
OC |
Some students are unable to think of or are reluctant to share their ideas — give my personal example |
| Productive
skills extension. |
To give students a chance to respond to the topic of the text and provide speaking practice | 13 | Set the task: “Close your eyes and think about some unforgettable event in your life. Try to recall the place where it happened, what was the weather like. Think about people who were with you. What actions did you do? Think about your emotions. Now open your eyes. Make some notes, you don`t need to write the whole sentences.” (1 min)
You are going to work in pairs. You have one minute to tell you story. Then your partner tells you his story. Then you will change the partner when you hear my signal.” Check task understanding, ICQs Discuss with your partner whose story is the most dramatic, the most hilarious, the most surprising. OC FB nominate some Ss to share their ideas with the group. |
PW OC PW OC |
Some students are unable to think of or are reluctant to share their ideas- the stories of their peers can encourage them or provide my own example. |
| VOCABULARY ANALYSIS | ||||||
| Vocabulary item
(stress, phonemic transcription, part of speech and other relevant form features) |
Definition
(level appropriate) |
Context, conveying meaning and elicitation | Checking meaning
|
Problems and solutions |
||
| Problem | Solution | |||||
| Chaotic
adjective /keɪˈɒt.ɪk/
|
in a state of chaos1 | Our secretary has a lot of responsibilities, but still she manages to keep all the documents in order. Now she is on the sick leave, we cannot find anything. It`s absolutely …. (chaotic). | 1. Does it have structured elements or it has no structure? (no)
2. Is it in order? (no) 3. Does it make you happy unhappy? (unhappy) 4. Does it make you confused? (yes) |
M+F+P | L1 interference: In the Russian language the suffix -ic (as it sounds) usually denotes a person who has acquired some specific features. | Ask CCQs:
1. Do we use this word to describe objects and states? (yes) 2. Can we use this word as a noun? (no) 3. Is it a person who likes or produces chaos? (no) |
| F | Spelling: The last letter “c” may cause difficulty, Ss may tend to write is as /k/. | Highlight the problem on the stage of written record. | ||||
| P | Ss may have problems with the first sound /k/ as it is not evident in the beginning of the word. | Drill chorally and individually. | ||||
| Surface
adjective /ˈsɜː.fɪs/
|
to rise to the surface of water1 | Last summer I was lucky to go to St. Petersburg. My trip was amazing, but the most thrilling impression was when I saw a submarine, we saw a spectacular moment when it ….. (surfaced) | 1. Does it mean to go up or down? (up)
2. Does it mean to rise from the water or to get out of water? (to rise) 3. Can a person surface? (yes) 4. Can a submarine surface? (yes) 5. Can you breathe if you surface? (yes) |
M | Ss may have difficulty defining the precise action | Ask CCQs:
Does it mean to rise to the surface or to put smth on the surface? (to rise) |
| F | Ss may have difficulty defining the part of speech as the noun has the same form | Focus on the difference of the parts of speech on the stage of boarding | ||||
| P | Ss may have difficulty with the sound /ɜː/ in prefix. Ss may tend to pronounce the sound /i/ as /ei/. | Drill chorally and individually, highlight the problematic sound on the stage of written record | ||||
|
Current
Noun, c /ˈkʌr.ənt/
|
a movement of water, air, or electricity in a particular direction1 | Some people like swimming in the sea on a stormy day, even if the waves are big, they are not afraid. I am usually afraid when the sea is stormy, I heard a lot of stories when people were dragged to sea and couldn`t manage the strong …… (current) | 1. Is it when smth is moving? (yes)
2. Can the sea have currents? (yes) 3.Can a river have a current? (yes) 4. Can a car have a current? (no) |
M | Homophone “currant” may cause difficulty in understanding | Ask CCQs or show a picture of “currant”
Possible CCQs (with emphasis on pre-taught word): 1. Is it connected with food? (no) 2. Is it the movement of the sea? (yes) Highlight the difference on the boarding stage |
| F | Ss may have problems with defining the part of speech as the adjective has the same form. | Focus on the difference of the parts of speech on the stage of boarding. | ||||
| P | Ss may have difficulty with the first sound /k/, they may also tend to pronounce /ʌ/ as /u/. | Drill chorally and individually, highlight the problematic sound on the stage of written record. | ||||
| Tide,
Noun, c /taɪd/
|
the rise and fall of the sea that happens twice every day1 | My daughters prefer beach holidays so most of our time we spend swimming and sunbathing. Once when we came home in the evening. My daughter confessed that she lost her rubber ring in the sea and she was very upset. But can you imagine our surprise! In the morning we found our rubber ring on the beach. It happens every day, the sea returns to people everything that it doesn`t need and it is called …. (tide) | 1. Does it happen with the sea every day? (yes)
2. Does it happen once or twice a day? (twice) 3. Do rivers have a tide? (no) |
M | Ss may associate this word with a similar word used widely in Russia that denotes a popular washing powder. | Ask CCQs:
Do we use this word when we speak about natural phenomenon? (yes) Is it connected with laundry? (no) |
| F | Spelling: Ss may omit the last letter “e”. | Highlight the problem on the stage of written record | ||||
| P | Ss may fail to pronounce the first sound /t/ with aspiration | Drill chorally and individually | ||||
|
To call it a day, informal
Phrase2 /ˈkɔːlɪt ə deɪ/
|
to stop what you are doing because you do not want to do any more or think you have done enough1
If you call it a day, you decide to stop what you are doing because you are tired of it or because it is not successful.2 |
Early in the morning my husband announced that it was the best weather to paint the house. The day was hot, the sun was biting us and the smell of paint was awful. By lunchtime we were very tired but we didn`t confess to each other. At last my husband said: “Okay, enough, it’s time… (to call it a day.) | 1. Does it mean to stop what you are doing? (yes)
2. Does it mean that you stop because you are tired? (yes) 3. Do you stop because you finished your work? (no) 4. Do you think that you have done enough? (yes) |
M | Ss may tend to understand the meaning of the phrase word by word | Ask CCQs
(“Checking Meaning” column) |
| F | Ss may have difficulty forming Past Simple and Perfect forms of the verb “call” | Focus on the forms (regular verb) on the boarding stage | ||||
| P | Ss may have hesitations and pauses saying the phrase in connected speech
Ss may have difficulty pronouncing /ɔː/ and tend to make a short sound |
Drill chorally and individually | ||||
| Reference Material | 1. Cambridge Dictionary https://dictionary.cambridge.org/
2. Collins Dictionary https://www.collinsdictionary.com/ |
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