Lama Farhat

Assignment 3 - Intermediate level

Assignment 3 Intermediate level

Materials

Main Aims

To provide gist and scan reading practice using a text about DR Dillner's Health Dilemmas in the context of Health and Wellbeing

Subsidiary Aims

To provide ss with a semi- controlled speaking practice activity

Procedure (29-45 minutes)

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

T presents slides with children doing dangerous activities( for example using a sharp knife, or a dangerous sport ). T presents another set of pictures that show children performing activities such as skateboarding and wall climbing( with children wearing a helmet for cycling and safety straps for wall climbing). T then presents all pictures on one slide and invites ss to think how can they group these pics and according to what? ( the answer should be according to what is acceptable, what might be dangerous and unnecessary for children to do). T ends this part by asking ss in groups to think about what activities their parents considered as risky when they were growing up and hence did not allow them to perform. Ss feedback to T by agreeing on the activities their parents considered as the riskiest.

Pre-Reading (3-5 minutes) • To prepare students for the text and make it accessible

T tells ss that she will now present them with a reading text, but first T presents the picture that is included in the text, and invites ss in pairs to predict the title of the reading text by looking at the picture. Ss have to remember the context that T used as well as get clues from the picture, if T sees ss are struggling, T can remind them that they can reflect back on what they have just been talking about. T then takes feedback as to the titles given by ss.

While-Reading (3-5 minutes) • To enable ss to read for gist (skimming) as a receptive skill

T presents ss with 4 subheadings (The protective one, What does the research say?, My reaction, and The solution) and shows ss the whole text with blanks in places where the subheadings need to go. T tells ss that they have to match the proper subheading to its paragraph. In order to do this, T tells ss that they have to read quickly through the text, i.e, skim it, in order to get a general idea what it is about. And afterwards, to be able to match the subheading to the proper paragraph.
ICQs:
Are you going to read quickly or slowly? Quickly.
Distribute the handouts for ss with the text and subheadings.
Give them around 9 seconds for this. Ss finish, check their answers with their peers. FB from the whole class.

While-Reading (5-10 minutes) • To provide students with opportunities to scan the text for specific information

After this skimming task, ss get now to read for detail. T asks ss to take around 3 minutes maximum to read through the text, they have to know the overall theme of the text and the article's purpose. Ss have to acquaint themselves with the article in order to be able to answer a true/false set of questions. After the reading, T invites ss to work in pairs to answer the True/false questions. Ss check their answers with different partners. T gets feedback from WC by asking the pairs to provide their answers.

Post-Reading/ Speaking Task ( A Productive Skill) (15-20 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned by practicing a semi- controlled speaking activity

It is time now for a productive activity that helps ss to reflect on what they have read and link it to their personal lives and knowledge. T tells ss that they will now have a debate, and there will be two teams, one team stands with allowing children to take on risky activities, and the other group will be against.
T tells ss that they will have to come up with convincing ideas. She also provides them with a useful language box that has language useful for them to use in agreeing, disagreeing, explaining, and giving opinion. Ss can use this box. Ss have to come up with arguments with and against.
T gives ss around 5 minutes to construct their arguments , write them down, and then start the debate.
While ss are thinking together, T goes round and monitors for guidance & assistance.