Reading lesson( task 3) Trainee: Ulugbek Dedamirzayev 14.0 .!

013 "ummer #$%T& 'ull time () Dubai *enre: arti+le 'rom ,,,. days.ae- .anuary !4/ !01! %evel: (ntermediate &ge: adults %earners: $"% and $0% learners o' bot1 *eneral $nglis1 and $"2 %esson aim: )el3 learners develo3 t1eir re+e3tive sub4skills su+1 as reading 'or gist and reading 'or s3e+i'i+ in'ormation.
( 1ave de+ided on t1is arti+le as it meets t1e needs o' bot1 monolingual ($0%)and multilingual ($"%) +lassrooms ,it1 an intermediate +ommand o' $nglis1. 5ot1 $0% and $"% students ,1ose aim is to u3grade eit1er t1eir *eneral $nglis1 or $"2 ,ill bene'it 'rom t1is lesson as it is intended to enable students to develo3 t1eir sub4skills rat1er t1an testing t1eir kno,ledge. 6ost $0% and $"% learners +ome ,it1 3oor reading skills. (t stems 'rom t1eir 3ast edu+ational ba+kground. (n order to +ommuni+ate e''e+tively and develo3 t1eir reading skills/ su+1 learners s1ould develo3 t1eir re+e3tive sub4skills. 6oreover/ even su+1 international testing systems as ($%T" re7uire students to develo3 t1eir test taking skills su+1 as skimming and s+anning. &s 'ar as aut1enti+ity is +on+erned/ t1is arti+le enables learners to 3ra+ti+e dealing ,it1 language ,1ere no allo,an+es are made 'or t1e origin o' learners. &lt1oug1 t1ey are not a,are o' 7uite a number o' ,ords/ t1ey are still able to eli+it t1e general meaning o' t1e te8t. T1is is ,1at learners +ome into +onta+t ,it1 (or ,ill en+ounter) in real li'e. (&da3ted 'rom .eremy )armer-3age ! 3- aut1enti+ity) T1e lead in 3re+edes bot1 t1e te8t and t1e 3re4tea+1 vo+abulary. ( designed it in a 'orm o' a grou3 a+tivity to make t1e lesson more student4+entered starting 'rom t1e initial stage. (%et9s see ,1i+1 grou3 +an guess t1e +ountry t1at uses more ,ater t1an any ot1er +ountry and ,1y. :ou 1ave 1 minute to dis+uss and 1 minute to 3resent your ans,er.) (n addition to generating interest in t1e to3i+/ t1is a+tivity also aims to enable t1em to a+tivate t1eir s+1ema. &s t1e learners are intermediate4level adults ,it1 3revious a+ademi+ and li'e e83erien+e/ t1ey are most likely to 3ossess 3re4e8isting kno,ledge. 6y role is to 3rovoke students to get in tou+1 ,it1 t1at kno,ledge.

Regarding 3re4tea+1ing vo+abulary in t1e 3re4reading stage/ ( tried to give t1e learners only ne+essary ,ords t1at +ould dis1earten t1em. $8+essive vo+abulary ,ould 3revent t1em 'rom be+oming able to get 3ast ,ords t1ey do not understand and 3ra+ti+e t1eir general +om3re1ension skills. 0urt1ermore/ t1e te8t sub;e+ts students to a33ro3riate +1allenge as it is neit1er too straig1t'or,ard nor too daunting 'or t1eir level. &t t1is 3oint it is t1e tea+1er9s res3onsibility to make t1e task di''i+ult/ but a+1ievable. &not1er essential as3e+t o' re+e3tive skills lesson is getting t1e level rig1t/ ,1i+1 de3ends on t1e rig1t mat+1 bet,een te8t and task. )en+e/ ,1ere t1e te8t is di''i+ult or 1al' a level above learners9 level as in t1is +ase/ it ,ill still serve t1e 3ur3ose i' t1e task is a33ro3riate. 0or instan+e/ t1e task is +onsidered to be suitable ,1en it asks learners4at 'irst4 to try to get t1e gist o' t1e reading 3assage as in t1is reading lesson. (&da3ted 'rom .eremy )armer9s T1e 2ra+ti+e o' $nglis1 language Tea+1ing/ 'ourt1 edition/ 3age ! <-&33ro3riate +1allenge.) *enerally/ t1e True and 0alse 7uestions in t1e ,1ile reading stage may/ in t1eory/ be used to evaluate student9s 3er'orman+e by a33earing to demand a rig1t ans,er and it is t1e +ase ,1en t1ey are a33lied under test +onditions ,1ere t1eir aim is to identi'y students strengt1 and ,eaknesses. 6oreover/ a++ording to .eremy )armer (T1e 2ra+ti+e o' $nglis1 language Tea+1ing/ 'ourt1 edition/ 3age ! 4-Testing and tea+1ing)/ su+1 +om3re1ension items +an also be an integral 3art o' a tea+1er9s re+e3tive skills armoury 3rovided t1e 7uestions are dis+ussed in 3airs to agree on ,1et1er t1e statements are true or 'alse. T1ere'ore/ t1e True and 0alse 7uestions instru+tion o' t1is lesson re7uires t1at students ,ork in 3airs rat1er t1an on t1eir o,n. Unlike t1e test4like +onditions t1at +1allenge students to give t1e rig1t ans,er/ 3aired ,ork ,ill give ea+1 learner t1e +1an+e to understand somet1ing by dis+ussing and +om3aring di''erent ans,ers.

The follow-up controlled writing activity will enable the learners to focus on the functional language in the text. Each student is required to work in pairs and then with the rest of the group. The functional language is drilled by the teacher. The learners interaction and use of the useful language chunks will be carefully monitored to make sure that students use the useful language and reinforce their knowledge acquired from the text.
Reference: terminology is extracted from eremy !armers The "ractice of The English #anguage Teacher$ fourth edition.