I’ve chosen this authentic material to lead the lesson in more interesting and joyful way by doing some more activities belonging to the topic. I hope that this text will be informative and intriguing for the students as the text is taken from real life experience. Furthermore, the text is appropriate for the upper-intermediate level students and comprehensible for their ages with suitable vocabulary and the context based on the language. I think they can improve their reading skills by reading and doing tasks based on the given passage. In addition, this material will be supportive for critical thinking. Moreover, the text is very useful for the students’ daily life too, besides they take useful information about New shark species with Human-like teeth and learn more about sharks.
Stage Name
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Stage Aim
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Time
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Interaction Pattern
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Teacher’s procedure
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Students will…
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Introduction
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To draw the students in the lesson by showing pictures according to the topic.
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5 minutes
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T-S
S-S
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Teacher will demonstrate the pictures on the board and engage the students to guess the meaning of the pictures.
Figure 1.
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Students will be drawn to give their own ideas about sharks, its benefits and harmful for human.
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Warmer
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To involve the students to the topic.
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5 minutes
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T-S
S-S
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Teacher will give explanations about New shark species with Human-like teeth discovered in Australia.
Teacher will inform the students about the new vocabulary while asking some questions. For example:
What is the name of the newly discovered shark species?
What order does the painted hornshark belong to?
How did genetic analysis reveal the existence of this new species?
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The students will be able to use the words which will be related to the topic while the discussion.
Students will predict about the content of the text by the given questions.
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Relevant vocabulary
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To engage the students to the new vocabulary used in the authentic material, that students may come across while reading the text.
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10 minutes
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T-S
S-S
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Teacher will ask some questions to students for answering individually. Teacher will give new words with their definitions and transcriptions on the board and ask students to repeat the words after the teacher for learning pronunciation of the words (Material 1).
Teacher will ask the students to identify the words in the text that are related to an area of vocabulary.
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Students will try to answer the questions from the text individually.
Students will look through the text and make notes on new words.
Students will search the words from the hand-outs that the teacher have distributed and can find the new words from the text.
Students will listen to the teacher and repeat the words after the teacher with chorus.
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Exploring the text (reading for gist)
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To get the general meaning of the text for reading for gist
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10 minutes
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T-S
S-S
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Teacher will divide the class into two groups and ask them to discuss the following questions: What type of the text is this? What is the text about?
Teacher will provide each group with story strips (Material 2) that will be cut up in the wrong order.
Teacher will explain that the groups must work together and using context must place the strips in the correct place.
When complete teacher will inform the pairs that they must take it in turns to read a sentence out loud to each other.
5. Teacher will monitor to ensure the students do the strips in the correct place.
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Students will skim the text and answer questions.
Students will then reorder the jumbled paragraphs to know their general understanding of the text.
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Detailed understanding of the text (reading for specific information)
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To practice the text with questionnaire reading for specific information.
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15 minutes
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T-S
S-S
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Teacher will give worksheets to students. Teacher will divide the class into two groups and ask the students questions requiring more understanding of the text to skim the text anymore (The students will read the text for getting specific information before doing the task). Teacher will give hand-outs for doing True/False (Material 3).
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Students will be put into two groups for scanning the text.
Students will do the task by working in groups.
Students will discuss the questions in pairs and analyze the text in depth to answer the questions.
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Review of vocabulary
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To let the students to use the new vocabulary freely.
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10 minutes
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T-S
S-S
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Teacher will distribute the hand-outs about matching definitions working individually
(Material 4).
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Students will do the matching task individually for improving their vocabulary comprehension.
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End of lesson activity
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To let the students to consolidate the text by the game
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5 minutes
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T-S
S-S
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Teacher will explain the chain vocabulary game. Teacher will explain the game’s instruction (For example:
T: shark, S1: shark+teeth, S2: shark+teeth+human) start it as taking part in the game then the students will continue the game themselves.
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Students will follow teacher’s instruction at first as working with the teacher and then can continue the game themselves.
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Lesson Rationale (700-1000 words):
I’ve chosen the structure of that format as I believe it allows the students to almost peel away layers of the text gradually exposing more and more depth as the lesson progresses. It is similar to the PPP structure. It exposes students’ certain features and all aspects of the language. While in the climatic stage students employing all the skills they have gained during the lesson. Also, it is connected with nature and based on real-life experiences, which will aid the learners in improving their critical thinking skills and inspire the students to hold an interesting discussion while completing reading comprehension tasks.
The introduction stage’s aim is to draw the students in the lesson by showing pictures and giving them a general meaning of the topic. In this part my procedure is to demonstrate the pictures on the board and engage the students to guess the meaning of the pictures. Because I want the students to give their own ideas about sharks, its beneficial and harmful for human.
The warmer part is aimed as making the students engaged in the topic by giving explanations about the human breast milk, cow’s milk and the benefits and harmfulness of milk. Then the I will inform the students about the new vocabulary while asking some questions with the examples of What is the name of the newly discovered shark species?
What order does the painted hornshark belong to?
How did genetic analysis reveal the existence of this new species?
In relevant vocabulary part the I have aimed to involve the students in the new vocabulary used in the text. I will distribute handouts the topic in it for working individually. (Finding vocabulary) I will give new words with their definitions and transcriptions on the board and ask students to repeat the words after the teacher for learning pronunciation of the words then I will ask the students to identify the words in the text that are related to an area of vocabulary. This activity is easy to adapt to different level. It can also lead onto many following on activities such as thinking of different words that could be used.
Exploring the text (reading for gist) part is intended to get the general meaning of the text for reading for gist. In this stage I will divide the class into two groups and give the task for putting strips in the right order. Because of the time limitation I will ask a number of questions about the words of the text that fallen for discussion. Due to the instruction students will do the task as putting the strips in the right order in groups then students will take part in the discussion if it is necessary because of their clear understanding about new words.
As the Detailed understanding of the text (reading for specific information) stage is the most important part due to practise the text with questionnaire reading for specific information. I will divide the class into two groups and ask the students to skim the text anymore. The students will read the text for getting specific information before doing the task for answering the questions. This task will be helpful for every level type’s learners for reading for specific information; Therefore, I will choose the task in this part.
Review of vocabulary part is aimed to let the students to use the new vocabulary freely by matching definitions working individually. The chosen task is useful for improving the students’ vocabulary comprehension.
End of lesson activity stage is the most important and consolidating one so I want to support the students with doing the chain vocabulary game activity. (For example: Teacher will explain the chain vocabulary game. Teacher will explain the game’s instruction (For example:
T: shark, S1: shark+teeth, S2: shark+teeth+human) start it as taking part in the game then the students will continue the game themselves.) and start it as taking part in the game then the students will continue the game themselves.
If the chosen activities of the lesson for the authentic material are not enough for learning both reading for gist and reading for specific information or for the relevant vocabulary. I would choose the following activities turn by turn as paying attention to the time limitation of the lesson: ‘Co-operative reading’ (divide the class into pairs or small groups. Give each group a section of the text to read and summarise. Once students have completed their section of the text, regroup the students and ask them to cross report the information that they have gathered) and ‘Draw and speculate’ (divide the class into pairs. Tell students A to read the passage silently and draw a picture to try to convey the story. Student B needs to speculate about the story and try to summarise what he/she thinks it is about) activities.
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Bibliography (if needed):
All images taken from ‘Google Images’
https://www.iflscience.com/new-shark-species-with-human-like-teeth-discovered-in-australia-70188
https://www.collinsdictionary.com/dictionary/english
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Materials (include all physical copies of the materials you plan to use in your lesson, referenced):
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