Basak Basak

Assessed TP 7
Beginner level


In this lesson, students practise superlative adjectives through an email. The lesson starts with showing a picture of Istanbul and getting sts to talk about the things they could do and the places they could visit if they were a tourist in Istanbul. Then lead-in related vocabularies which will be in an email later on are presented sometimes through some pictures sometimes with CCQs.After a stick man called David which will be introduced as their friend is drawn on the WB, T. gets sts to ask questions about him and adds that he has got an email for the sts. Before they start reading the email, three comprehension questions are written on the WB. Then T. asks sts to underline David’s questions in his email and elicits the answer of the first question as an example. A template is given to sts to write a reply to David in pairs after they are asked not to write their names at the end of the it. Finally the emails are posted on the WB and T. gets sts to decide which one is the best from David’s perspectve.


Main Aims

  • To give sts practice in writing an email in the contex of being a tourist in Istanbul.

Subsidiary Aims

  • To provide gist and detailed reading practice using an email in the context of a visit to Istanbul


Lead-in (3-5 minutes) • To set the context of being a tourist in Istanbul and engage students

Teacher shows a picture of Istanbul and asks 'Which city is it?’. Then T. gets sts to discuss in pairs what they could do and where they could visit if they were a tourist in Istanbul. During WC FB, T. writes down their ideas in the colums of which are 'things to do' and 'places to visit' on the WB.

Vocabulary (3-5 minutes) • To assess prior knowledge of certain words related with the email and pre-teach some words

T. elicits the lead-in related vocabularies which will be in an email later on sometimes through some pictures sometimes with CCQs before she does drilling practice.

Pre-reading (2-3 minutes) • To raise sts' interest in the character 'David'

T. draws a stick man on the WB asks 'Who is he?' then tells them that he is their friend. Instead of introducing him, she gets sts to ask personal questions about the stick man. T. draws a circle,writes his name,David, in it and makes some arrows around it. After writing the answers of the questions asked by sts. on the WB, she tells that David has got an emal for them.

While reading (5-7 minutes) • To practise reading for gist

T. writes the questions below on the WB to give sts an aim to read for gist: 1-Where is David now? 2- Where does he want to come? 3- Does he know anything about Istanbul? After they read these questions, they are given the email and they skim it and discuss about the answers in pairs. Then WC FB.

Post-reading/Useful Language (5-7 minutes) • To provide with an opportunity to respond to the text and to highlight & clarify useful language for coming productive tasks

T. asks sts if David had any questions about Istanbul in his email and then she gets them to underline the questions. After going through the questions as WC, she reflects the email by the projector with some questions highlighted in different colours and asks them to concentrate on just those ones. Then she elicits the answer of the first question and writes it on the WB to highlight the target structure to use.

Productive Task (12-14 minutes) • To provide an opportunity to practice target productive skills

T. tells sts that they will write a reply to David in pairs. Then she reflects the template by the projector to make everybody see before they get it and asks them to read. As there is an extra sentence apart from the questions, after attracting their attention to that sentence, T. encourages sts to add up some extra sentences. T. also tells sts not to write their names since in the next stage they are going to choose the best one. At this point, if there will be 10 mins left after they finish, while sts are writing their emails, T. monitors and writes down their mistakes without telling them in order to use in the if time activity, but if there are 5 mins left after they finish, T. monitors and helps with their mistakes.

Wall-mounting (2-3 minutes) • To give sts practice discussion to reach a decision

After t. collects the emails, she mixes and posts them on the WB and tells 'Now you are David, read the emails, talk with your partner and choose the best one.'

IF TIME ACTIVITY • To raise awareness of the mistakes they made

T. divides the class into two groups. Then she writes sts' sentences some of which have mistakes on the WB (without addressing whose mistake it is) and asks each group if it is true or false and if it is false, she asks for correction.

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