Hi. CAE is the cambridge certificate for advanced students. Do you think the lesson plan is suitable for them? I was going to add a stage where they compare and contrast two pictures on the same topic but i needed to generate more materials to extract the target language. Concerning my students, they are high school students who are mostly boys with eight boys and three girls. Most of them need to take this exam for universiy entry. Most of the learners are good at listening and writing . They seem to be ok in speaking especially when they have to discuss unfamiliar topics. This is why i added a post reading stage, where they have to discuss the advantages and disadvantages of graffiti using some ideas from the text as well as their own. They also struggle with the reading comprehension tasks. Some of them tend to look for one sentence tha answers the questions instead of looking for key words in both he question and the text. his is why i have thought of asking hem about the writers attitude because it encourages them to look for key words. This skill of identifying the most important words in a text is crucial in order for the students to tackle most tasks in the reading part
Thanks for sharing your materials. The article and quotaes you used as the basis for the materials is interesting and motivating for your students because it’s a subject that most young people (and older) have an opinion about. I like how you have found an image, an article and quotes on the same theme.
A few suggestions
I’d make the numbering clear so that the students (and any teacher using the material) can navigate more easily through them. For example … if the very first thing the students do is discuss the question, then:
1. Discuss this question in pairs or small groups.
Are there any tasks that go with the quotes? I’d suggest something like this:
Read each quotes and discuss: a) What does it mean? b) Do you agree or disagree? (give reasons) Reading comp. 1 – I’d make this 2 sentences. (What do they have …?) 2 – I’d change ‘Why?’ to ‘How do you know?
Vocabulary 1 bald = bold As the students have to do 2 tasks here, I’d break down the instructions. 1. Look at the … a) predict … b) match …
Final speaking task, I’d remove ‘On your own’. It isn’t necessary.
A really nice set of materials. Well done! I think the main thing you could do to make them even better is to tighten up ‘the numbering’. Have a look at a couple of course books ot see how they do numbering across a two-page spread.
This lesson is aimed for my CAE students. The aim is to practise their reading skills
ReplyDeleteRiadh chelly Thanks, Riadh! What does CAE stand for?
ReplyDeleteHi. CAE is the cambridge certificate for advanced students. Do you think the lesson plan is suitable for them? I was going to add a stage where they compare and contrast two pictures on the same topic but i needed to generate more materials to extract the target language.
ReplyDeleteConcerning my students, they are high school students who are mostly boys with eight boys and three girls. Most of them need to take this exam for universiy entry.
Most of the learners are good at listening and writing . They seem to be ok in speaking especially when they have to discuss unfamiliar topics. This is why i added a post reading stage, where they have to discuss the advantages and disadvantages of graffiti using some ideas from the text as well as their own.
They also struggle with the reading comprehension tasks. Some of them tend to look for one sentence tha answers the questions instead of looking for key words in both he question and the text. his is why i have thought of asking hem about the writers attitude because it encourages them to look for key words. This skill of identifying the most important words in a text is crucial in order for the students to tackle most tasks in the reading part
Hi Riadh,
ReplyDeleteThanks for sharing your materials. The article and quotaes you used as the basis for the materials is interesting and motivating for your students because it’s a subject that most young people (and older) have an opinion about. I like how you have found an image, an article and quotes on the same theme.
A few suggestions
I’d make the numbering clear so that the students (and any teacher using the material) can navigate more easily through them. For example … if the very first thing the students do is discuss the question, then:
1. Discuss this question in pairs or small groups.
Are there any tasks that go with the quotes? I’d suggest something like this:
Read each quotes and discuss:
a) What does it mean?
b) Do you agree or disagree? (give reasons)
Reading comp. 1 – I’d make this 2 sentences. (What do they have …?)
2 – I’d change ‘Why?’ to ‘How do you know?
Vocabulary 1 bald = bold
As the students have to do 2 tasks here, I’d break down the instructions.
1. Look at the …
a) predict …
b) match …
Final speaking task, I’d remove ‘On your own’. It isn’t necessary.
A really nice set of materials. Well done! I think the main thing you could do to make them even better is to tighten up ‘the numbering’. Have a look at a couple of course books ot see how they do numbering across a two-page spread.
Katherine Bilsborough Hi Katherine,
ReplyDeleteThanks for the feedback