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• In order to understand how this lesson plan developed. I also wanted to develop students' general reading fluency and their ability to use context to garner the meaning of unknown words. enhanced motivation and authentic responses to the material. 2.exposure to cultural knowledge. it is necessary for me to first outline my objectives. They were twofold: 1. .I wanted the benefits of using authentic materials .

• Content-free generic newspaper article lesson enables a value for the teachers work. . • 40 minutes lesson is not sufficient as there will be a lack of time.• Discussing both content and vocabulary should be taken into count – 60-90 minutes lesson.

• Discussing the students personal response is a good plan where they are more likely to learn world knowledge's and new vocabulary. • The techniques being used in the classroom should match with the requirement of fullfiling the benefits of using authentic materials. .


. what. • 5 Ws (who.Introduction -. where.The Headline • show the students the headline and follow up with the five Ws to have the students speculate on the possible content of the article.

5. enforce strict time limits in all reading stages (one to three . 4. 6. have the students compare their notes in pairs.3. have the students read the underlined parts of the story to get the gist of the story (teachers will usually underline these themselves before class). have them go through the five Ws either in pairs or as a whole class activity.

where. re-introduce the five Ws by having the students to write down the question words in columns on a piece of paper. 2. then have the students read the story lead to see if they can determine the answer to the questions of who. when. what. and why .The Story Lead 1.

The Remainder of the Story • students build on the information they learned from reading the story lead. they read the entire article to get more information about how and . • using the same piece of paper.

. • In this section of the lesson. we review vocabulary keywords and encourage the students to speculate on the meaning of unknown vocabulary by using yes/no questions.Vocabulary Building • select some of the more complex vocabulary and include it at the end of the article. for example “Does x mean y?”.

• provide them with a basic model they can use to give opinions about the story. • inform them to respond to the opinions of other students . • inform them that they should be prepared to make statements about the article and back these up with supporting statements.Awareness Raising • focus on improving the students' exposition skills.

Application • a type of discussion task • the aim of which is to have students respond to the content of the article.What are the main points of the article? 2. . allow the students to take the discussion to where they wanted. if anything. The questions are 1. do you think needs to be/can be done about (the problem)? •.What is the nature of the problem that's identified? 3.What.

The 5Ws and Intensive Extensive Reading • 5 W's (who. how) • this technique provided the students with a framework to guide their processing of the article and this facilitated comprehension. . what. where. why. when.The Story Lead -.

Highlighting for Gist • underline sections of the text that would give the students a sense of the gist of the article.The Story Lead -. • allowed students to get a better sense of gist and allowed them to speak about the contents of the article more confidently . • had them read these sections .

Vocabulary Building -. -illustrative example and . • Apply certain strategies • Eg: -Repeated Exposure to Words.Using Context to Guess the Meaning of Unknown Words • newspapers present a unique opportunity for building vocabulary.

. smart.Conclusion • Using newspaper is one of effective ways to teach children about language. quick and efficient. • Easy.