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For this assignment, I have selected option A: A mixed nationality class of sixteen pre-intermediate 13 and 14-year-olds on a short holiday course in an English speaking country. (CEFR Level A2), and have decided that the class are on holiday in England. I elected to choose this class because it most closely aligns with the kind of students I would like to teach in the future.For my authentic text, I have selected a tourism leaflet for the ape and monkey sanctuary Monkey World, as visiting places like this is something the students are likely to do while on holiday in the country. The vocabulary in the leaflet is primarily A1 and A2 level. This means the students will have a reasonable comprehension of the text at first glance. The next highest concentration of vocabulary is B1 level, which means overall the text would not be significantly above the students’ current level. The most challenging part of the text would be the word ‘acre’ as this is C2 level, and isn’t something they are likely to have come across before. However, this could easily be pre taught—at its simplest as a large measure of land, or through comparisons to more commonly used land measurements such as metres and miles.After carefully filtering the text for vocabulary that students might be unfamiliar with, I have narrowed the list down to the following; abuse, unnatural, endangered, smuggling, acre, and rehabilitation. Since the students are relatively low level, I would make use of content appropriate images for the pre teach stage. For example, for abuse one could use an image of a balled fist, and for acre one could use an image of a large open space, such as the grounds of a large estate. Paired with these images I would also make use of a vocabulary matching exercise. This is an effective means of pre teaching higher level vocabulary as it makes the students think about the words they have been presented with and deduce their own conclusions rather than just being told the definitions, thus allowing them to better retain the information.Relating to my chosen authentic text, the overall theme of this lesson would be holiday activities. Using this theme, following the standard formula for a skills lesson such as this, my warmer would involve having students list as a class the various activities they have taken part in on any previous holidays. For students that haven’t had the opportunity to go on holiday before, the activity can be modified to include activities they would like to do on holiday. As a lead in to the reading exercise, it would be beneficial to elicit visiting a zoo as a response, but it is not essential to the lesson. By basing the lesson on holiday activities and establishing this early on, students will be able to quickly understand that the subject matter is relevant to their current situation, as well as being applicable for future opportunities to visit English speaking countries. It also gets the students talking, allowing for some limited speaking practice prior to the main task.As previously mentioned, the pre teach stage would be conducted via a matching exercise. This is beneficial to this particular class as they are likely to lose interest quickly if they are being lectured on definitions and terminology. By utilising a guided discovery approach, it gives the students a sense of confidence, as it allows them to deduce for themselves rather than simply be told the answers. It would also prove beneficial to make the matching exercise a pairs or small groups activity, as it allows students to work together which can help weaker students instead of leaving them feeling like they’re being left behind or less skilled than their peers.For the main stage of the lesson, the reading comprehension would be broken down into two sections; a skimming exercise and a scanning exercise. For the skimming exercise, students would be required to identify the nature and purpose of the authentic text—in this instance, a tourist information leaflet with the purpose of advertising the sanctuary to prospective visitors. This would assess whether students are able to understand the general meaning of the authentic text presented to them. For the scanning exercise, students would be presented with a series of questions, the answers to which can be found within the text. Using the authentic text I have chosen, some example questions could be: how many acres is Monkey World?, when was Monkey World founded?, what time are the keeper’s talks?, and how many types of primate can be found at Monkey World?. These questions are comprised primarily of A1 and A2 vocabulary, with only four words being B1 or above, meaning the students will be able to easily understand them and focus on scanning the text instead of trying to make sense of the questions posed to them.Each stage has the opportunity for feedback sessions, if they are required, though at this level they likely wouldn’t be particularly long, and would mostly be concept checking questions. The majority of the feedback required for this particular lesson would come from the follow on practice activities. Since the focus of the lesson was a reading skills lesson, I feel that the students would most benefit from a writing practice activity along with a speaking activity, as they will be using the knowledge they gained from their receptive comprehension to practice their productive skills. Through this combination of receptive and productive, it is my belief that the vocabulary imparted on them will be better retained and will feel more natural to them.