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The importance of predicting and interacting
with texts in developing learners reading skills
by Malgorzata Bryndal
- 8

Lesson procedure

Stages and aims

Timing

Procedure

Pattern of interaction

1. Warmer:

  • to introduce the topic of the lesson,
  • to create interest in the text,
  • to orient the students toward the text,
  • to begin to activate schemata and make first predictions about the text.

 5 mins

T welcomes everybody and tells the students that they are going to read a text about somebody famous. Encourages students to guess the job of the famous person by giving them different clues:

- T draws/puts pictures and writes words/phrases on the board (pictures of an audience in a movie theatre, sunglasses, photographers in a crowd, words/phrases: dressing up, voice, eyes, money, fame, newspapers and tabloids,

- elicits possibilities given by the students and writes them on the board,

- T directs the students to the first part of the text, asks them to read it quickly and check their guesses – SS to find out who the person is and what her job is. Gives the handouts to the students. T encourages the SS to skip unknown vocabulary at this stage.

T > SS

 

 

 

T > SS

SS > T

 

 


 

T > SS

2. Skim reading:

  • to practise reading for gist,
  • to check initial assumptions,
  • to get the basis for further predictions,
  • to focus on the topic and further activate schemata,
  • to provide a reason for reading.

2 mins

 

 

2 mins

 

 

 

 

 

 

6 mins

The SS skim read the text (timed activity: 2 mins)

Quick feedback – the job is an actress.

T asks the SS to make predictions about the type of the text to follow by asking them guided questions:

Ex. 2 what kind of text do you think is going to come next? Story/article/interview/review ? Why do you think so? What indicates this type of text? (last sentence of the Ist part of the reading).

The SS put into pairs.

T asks them to discuss questions in ex. 3 together and write down a couple of questions they would like to ask Sagneeta personally.

Quick class feedback on the SS’ opinions about Sagneeta’s life.

S

 

 

T > SS

 

 

 

 

 

 

S <> S

 

 

SS > T

3. Intensive reading/scanning:

  • to practice reading to get detailed information from the text,
  • to practice the skill of inferring,
  • to give the SS the first opportunity to respond to the text on a personal level.

5 mins

 

 

 

8 mins

T directs the learners to the second part of the reading. Asks them to read more carefully this time to see if any of their questions were answered in the text.

SS read the text.

T asks if SS found answers to their questions, and asks a general question about Sagneeta’s love life: Has she been lucky in love so far?

Then asks the learners to re-read the text carefully and in pairs decide if the statements in ex. 3b are true or false and why. Peer check, T check.

T asks the SS what is more important for them looks or intelligence in a man.

T > S

 

 

S


SS > T

 

 

S <> S

 

 

T <> SS

4. Making predictions:

  • to give the SS practice in making predictions about the text to come,
  • to make the reading process more interactive.

10 mins

T directs the SS to the questions from the third part of the text and asks them to discuss in pairs what kind of answers Sangeeta could give. Quick feedback – eliciting some ideas.

T > SS

S <> S

5. Intensive reading/scanning:

  • to give the SS practice in exploiting the linguistic and content features of the text to reconstruct its structure,
  • to give the SS an opportunity to check their predictions,
  • to provide the SS an opportunity to express their opinions about the text,
  • to give the SS an opportunity to choose lexical items for learning.

12 mins

T asks the SS to read Sangeeta’s answers and try to match them with the questions. Peer check. T check.

T asks if the SS’ predictions were right and what do they think about Sangeeta’s responses and about her as a person.

T responds to SS’ vocabulary queries – limits the number of items to 5 of SS’ choice. The SS come to the board and write their chosen items on the board. Then with the whole class the SS decide on the 5 out of all the items on the board; concept questions leading to the explanation of meaning, pronunciation drills.

T > SS

SS <> SS

 

SS > T

 

 

SS <> SS

6. Integrating skills - speaking practice:

  • to use the text as a springboard for a speaking activity,
  • to provide the SS with speaking practice,
  • to consolidate the SS’ receptive and productive knowledge of the 2 nd conditional structure.

8 mins

T asks the SS to work in pairs. Each student picks 3 questions from the second part of the interview and uses them to interview their partner. T monitors.

S <> S

7. Cooler:

  • to finish off the session.

2 mins

Round-up: T asks the SS if they have answered any of the questions similarly to Sangeeta, and if they found any similarities between each other.

T and the SS reflect on the lesson.

T sets homework (Write a short paragraph answering one of the questions from the second part of the interview).

T <> SS

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