Eda Çaruk Eda Çaruk

TP 7
A1 level


In this lesson, students will practice and develop receptive (reading) skill in the context of world records. The lesson starts with discussing a picture and after reviewing some vocabulary from the previous lessons, teacher will pre-teach new vocabulary through the pictures that will help with the reading text in the next step. Students are set on the reading tasks and the reading comes to an end with a discussion about what students have read in the text. Finally, there is an activity in which students may have fun and practice vocabulary.


Abc HO-1 (lead-in)
Abc HO-2 pictures
Abc HO-3 reading

Main Aims

  • To provide practice in gist and scan for specific information in the context of world records

Subsidiary Aims

  • To provide review, clarification and practice on the vocabulary which will lead the students to feel confident in the following lessons.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

The teacher has already placed a picture of the tallest Turkish man in the world on the WB to set the context and ask students if they know who is in the picture. The teacher elicits some information about him and elicits the word "record" from the students. They try to guess the height of him and teacher writes it on the WB.

Pre-Reading #1 (4-5 minutes) • To review vocabulary and prepare students for the text and make it accessible

1- In order to create more interest and engage the students, teacher divides the class into two groups and give each group big slips of paper with the numbers and the words. Who finishes first will be the winner! Teacher performs a demo what students will do. Students come up to the WB and try to stick the numbers by the correct word. Then teacher checks the answers. 2- Students listen to the CD and write the number they hear. Check their answers with their partners. No FB.

Pre-Reading #2 (8-12 minutes) • to pre-teach vocabulary and prepare students for the text to make it more accesible

Teacher hands out the pictures and gets the students' attention to the pictures. Teacher asks students questions in order to elicit some words and clarify the meaning. Teacher asks these questions: 1- Look at the picture A. What do you see? Who are they? -businessmen Where are they? (if, no answer) Do they have dinner? So, Where are they? in a restaurant. Do you think that they eat fast food here? The restaurant doesn't look very cheap, it looks very ............. (expensive!) Ah! I went to a very expensive restaurant in İstanbul last weekend, and i ate salmon, and it COSTed around 300tl. Ask your friend: when did he go to an expensive restaurant and how much did it cost? 2- Look at Picture B. Is it (shows) raining or snowing? raining. When it rains, the the place become .......... ? when it rains, you cannot sit on a chair outside because it is.......WET and the opposite X when there is no rain, it is -------------------> DRY. 3- Look at Picture C. What do you see in the picture? Who are they? What are they doing? (get married) So, are they single or couple? There is a step before marriage. What do people do before getting married? First they get ...............(engaged) before they get married. Süheyla, Are you married? Did you get engaged before you got married?to check the understanding -> On which hand do Turkish people wear their engagement ring? right. 4- Look at Picture D What do you see in the picture? Is there a screen and keybord?(ıf needed) Do you think that this computer is new or old? Now, do people use the keybords(showing the keybord) or they like (miming) the touchscreen? 5- Look at Picture E Where are these people? What are they doing? Are they energetic or are they sleeping? Why are they sleeping? Do they have fun? no, they got bored. Look at the picture carefully, there is a ............... (skeleton) Even he looks bored too :)

While-Reading #1 (3-4 minutes) • To provide students with less challenging gist

Teacher does chesting before giving the handouts. The students practice reading for gist by skimming the text in the HO-1 to match the pictures with the small paragraphs in the text. Teacher gives students,individually, 3 minutes to read the text briefly. "Don't need to understand every word, just try to understand the topic of the paragraphs and match wit the pictures." Teacher checks the understanding of the instructions by asking students the following questions : Do you work in pairs or alone? alone. Do you read it fast or slowly? fast. How much time do you have? 3 mins. The students first skim the whole text for gist and get the general idea to match the pictures. Teacher checks if there is any inconsistent answer with the whole class.

While-Reading #2 (8-10 minutes) • To provide students with more challenging detailed reading tasks.

1- Students scan the text for specific information. Students read the text again and try to fill in the gaps with the prices and numbers as they will also practice guessing to fill the gaps with the correct numbers and prices. Students work in pairs. Teacher checks the understanding of the instructions by asking these questions: Can you work in pairs? yes. Can you write different numbers or your lucky number? No. 2-Students listen to CD to check their answers.

Post-Reading #1 (2-3 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students discuss which record is the most interesting or surprising. They ask each other if they know about different worlds records. Teacher gets some feedback.

Post-Reading #2 (6-8 minutes) • to provide an opportunity to review the vocabulary

Teacher divides the class into two or three groups. One person on each team is elected to sit in the "hot seat". This seat faces the room, with the board / screen behind it. They cannot use the word or they cannot do spelling. Teacher gives an example: writes "dog" this is an animal, this is not a cat, this is not a bird, it barks....... Students change the places and it goes on.

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