4
© British Council 2014 1 Reading a text message Lesson plan Reading a text message Topic Text messages / types of text / reading Level: SfL Entry 1 / SQA Access 2 / CEFR A1 Time: 90 minutes Aims To develop learners’ ability to read different texts (a text message and a diary page) and extract key information To learn new vocabulary (full, spaces, assessment, diary), including everyday activities with the verb ‘go’ (e.g. go swimming) To practise reading days of the week. Introduction This lesson develops learners’ reading skills of two different types of text: a text message and a diary page. Ravinder receives a text message about starting an English course and learners read his text and his diary in order to decide which course he is able to attend. Learners will identify the main idea of the text message and then read the message and the diary to extract specific information. You will need: Access to an Interactive Whiteboard, a computer with a keyboard, mouse and data projector, or individual computers A whiteboard or a sheet of flipchart paper Worksheet 1: Text 1 - one per learner, Text 2 – one per learner (cut into two) Highlighter pens for learners to mark their answers to reading questions. Procedure Warmer - Days of the week (5 mins) Ask learners, ‘What day is it today?’, ‘What day was it yesterday?’, and ‘What day is it tomorrow?’ Check pronunciation Go round the room asking learners to say a day of the week each, firstly in order from Monday to Sunday, then backwards from Sunday to Monday Repeat as necessary Correct pronunciation problems and drill accordingly. Task 1 – Types of text (15 mins) Display the opening slide of the quiz to introduce today’s topic Read the aims and objectives on the Introduction slide Introduce Ravinder using the Reading a text message slide Invite a few learners to read the sentences aloud Elicit some ideas about Ravinder, such as his age and nationality Lead in to Question 1 by playing the demonstration video for ordering items

Reading a text message -‐ Lesson plan Reading a text message

Embed Size (px)

Citation preview

Page 1: Reading a text message -‐ Lesson plan Reading a text message

   

©  British  Council  2014  

 

1  

Reading  a  text  message  -­‐  Lesson  plan    

Reading a text message Topic Text messages / types of text / reading Level: SfL Entry 1 / SQA Access 2 / CEFR A1 Time: 90 minutes Aims

• To develop learners’ ability to read different texts (a text message and a diary page) and extract key information

• To learn new vocabulary (full, spaces, assessment, diary), including everyday activities with the verb ‘go’ (e.g. go swimming)

• To practise reading days of the week. Introduction This lesson develops learners’ reading skills of two different types of text: a text message and a diary page. Ravinder receives a text message about starting an English course and learners read his text and his diary in order to decide which course he is able to attend. Learners will identify the main idea of the text message and then read the message and the diary to extract specific information. You will need: • Access to an Interactive Whiteboard, a computer with a keyboard, mouse and data

projector, or individual computers • A whiteboard or a sheet of flipchart paper • Worksheet 1: Text 1 - one per learner, Text 2 – one per learner (cut into two) • Highlighter pens for learners to mark their answers to reading questions. Procedure Warmer - Days of the week (5 mins)

• Ask learners, ‘What day is it today?’, ‘What day was it yesterday?’, and ‘What day is it tomorrow?’

• Check pronunciation • Go round the room asking learners to say a day of the week each, firstly in order from

Monday to Sunday, then backwards from Sunday to Monday • Repeat as necessary • Correct pronunciation problems and drill accordingly.

Task 1 – Types of text (15 mins)

• Display the opening slide of the quiz to introduce today’s topic • Read the aims and objectives on the Introduction slide • Introduce Ravinder using the Reading a text message slide • Invite a few learners to read the sentences aloud • Elicit some ideas about Ravinder, such as his age and nationality • Lead in to Question 1 by playing the demonstration video for ordering items

Page 2: Reading a text message -‐ Lesson plan Reading a text message

   

©  British  Council  2014  

 

2  

Reading  a  text  message  -­‐  Lesson  plan    

• Tell learners to order the days of the week as in Question 1 • To check, invite a learner to re-order the days on the whiteboard • Introduce the Hot Spot task with the demonstration • Invite learners to identify the text message on Question 2 • Elicit names of the other types of text (‘email’, ‘advert’, ‘letter’).

Differentiation

• Ask weaker learners to spell ‘email’, ‘advert’ and ‘letter’ • If this is too difficult, elicit first and last letters (for example, e _ _ _ l) and then fill in the

middle letters as a class.

Extension • Ask the learners what types of texts they receive from different institutions. Types of

text identified might include: letters, text messages, emails, brochures or adverts. You could have some examples available to show learners.

Task 2 – Understanding the main point of the text (15 mins) • Show Read the text message sent to Ravinder and hand out a copy of Text 1 from

the worksheet • Ask learners to read the message quickly; give a time limit such as one minute • Play the audio for learners to follow as they read • Now put learners in pairs • Check learners understand ‘true’ and ‘false’ , then ask learners to work through the

true or false questions in pairs (Questions 3, 4 and 5) • Monitor and support pairs while they work on the task • When most of the class has finished, invite a volunteer to select the answers on the

main computer • Encourage the class to discuss whether they think the volunteer is correct • Tell the learner to click Enter to check

Differentiation

• Pair weaker readers with stronger readers • Stronger learners can help weaker learners to highlight the key words during feedback • Give out highlighter pens for learners to mark these key words on their worksheet • Ask more confident readers to show where in the text they found the answer.

Task 3 – Extracting specific information from the text (20 mins)

• You are now going to focus on three words from the message (‘full’, ‘spaces’, ‘assessment’)

• Show the Drag and drop demo • Set up the task for Question 6 and give an appropriate time limit • Encourage learners to check their answers with a partner and to drag the words into

the spaces • Invite a pair of learners to drag and drop the answers in front of the whole class • Drill words and sentences as a class, in groups and with individuals

Page 3: Reading a text message -‐ Lesson plan Reading a text message

   

©  British  Council  2014  

 

3  

Reading  a  text  message  -­‐  Lesson  plan    

• Use concept questions to check understanding of the vocabulary (for example, ‘Can a glass be full?’ ‘Are there spaces in our classroom?’ ‘Did you do an assessment for this course?’)

• Elicit the synonym of ‘full’ (‘empty’) • Tell learners they are going to read the text again and answer more questions • Work through Question 7, 8 and 9 one by one, allowing about one minute for each

pair to write their answer or complete it on their computer if available • Do the same for the multiple choice question (Question 10).

Task 4 - Everyday activities with ‘go’ (10 mins)

• Draw a quick mind map (on the board or on a flipchart page) to present four phrases with ‘go’

• Write these phrases around the word ‘go’: ‘go to the cinema’, ‘go shopping’, ‘go swimming’, and ‘go to a class’

• Set up Question 11 where learners match the phrases with the pictures.

Extension • Play a memory game. In mixed ability pairs, ask learners to write the four phrases

from Question 11 and any other ‘go phrases’ they can think of. • Give a time limit and check which pair has the most phrases.

Task 5 – Reading a diary (20 mins)

• Ask learners what a diary is • Display Ravinder’s diary on the next slide and give a copy of Text 2 to the learners • Focus on Ravinder’s diary: ask a few gist questions such as: ‘Is Ravinder busy?’ ‘Does

he work?’ • Click on the zoom icon so all learners can see the diary • Display Question 12, 13, 14 and 15 for learners to select an answer • Elicit the answers from the diary by selecting them as a class • Ask further specific questions to help the learners practise scanning the text; for

example, ‘When does Ravinder go to work?’ (Tuesday and Friday) • Use Question 16 to review the phrases and spellings • Tell learners to write their answers, then choose four different learners to enter their

answers on the board • Show the final question (Question 17) where learners use their reading skills to

understand the diary and the message • Tell learners to look at the text message and the diary to answer the question • Elicit their answers and the reasons for their choices • Use questions to check understanding: ‘Can Ravinder go to an ESOL class on

Wednesday?’ ‘Why not?’ ‘Is he free on Thursday?’ • Ask a learner to select their answer from the drop-down menu and to click Enter.

Differentiation

• Use differentiated questioning to check understanding; for example, ask weaker learners ‘yes or no’ questions and ask stronger learners ‘why’ questions.

Page 4: Reading a text message -‐ Lesson plan Reading a text message

   

©  British  Council  2014  

 

4  

Reading  a  text  message  -­‐  Lesson  plan    

Task 6 – Self-evaluation (5 mins)

• Show the self-evaluation slide (Question 18) and ask learners to reflect on their progress in the class and to write in their learning records.

Extension / Homework

• Encourage learners to work through the online module. This could be done in class or as homework.

• You may wish to use the follow-on module, ‘Writing a text message’, where Ravinder replies to the text and learners have opportunities to develop their grammar, spelling and punctuation skills.