Reza Reza

Family reading
A1 level


In this lesson, Students learn and practice the reading skill through 3 stories about family sizes. Firstly they review the vocabularies they learned last session. After that they practice their reading for gist and reading for specific info skill having a pair work after each one by the text alongside being introduced to the stages after each step. The lesson ends with a follow up task asking their opinion about family sizes.


Abc Power Point
Abc Worksheet

Main Aims

  • To provide gist and detailed and specific info reading practice using a text about families in the context of having small or large families

Subsidiary Aims

  • To provide students with fluency speaking practice in the context of having small or large families


Review (2-3 minutes) • To recycle what students have learnt last session

show the first slide and Say 'hello everyone how are you. today we're going (see the time table fit ***) through a reading practice, but before that we're reviewing (see the time table fit ***) the vocabularies of last session. Do you remember?' show the second slide on which the words are written. ask C.C.Q questions of the words.

Pre-reading learning skill (3-4 minutes) • to prepare students to get introduced to the aim of learning how to read a text

Say 'Ok. What are we going to do now? (see the time table fit***)'. wait to receive some responses. click the mouse to show the phrase 'Reading practice' on the slide and say 'we're going (Time table fit ***) for a reading practice. I have a question my friends. What should we learn and practice in a reading practice?' wait to receive some responses then get them to stand up and write their ideas of what our aim is in a reading practice. Say 'Thank you very much. All of them are right, but the most important thing we should learn and practice in a reading practice is this' showing the phrase 'How to read a text'. Then say 'Now we're going for a reading practice'. distribute the worksheets.

Pre-Reading/Listening (3-4 minutes) • To prepare students for the text and make it accessible and introduce them to our aims and steps

Say 'Ok everyone, look at the pictures. What do you see? Who are they? what do you think these stories are about? Whats the MAIN IDEA?' wait for responses. Say 'Ok, now in groups of two share your answers ' dividing them into groups of two. Say (you've got two minutes.) I.C.Q: 'What are you going to do? What do you discuss? How much time? Ok go ahead.' after 2 minutes say 'Ok, thank you very much Now it's time to read the text. What's the first step?' elicit the first step. Then show them the first one: ' Read to get the main idea' Say 'What do we do in this stage? Do we look for new words?No just MAIN IDEA. When seeing new words, do we stop reading to look up the words? No NOT AT ALL. So please cose your dictionaries'

While-Reading/Listening #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Say 'Ok, thank you very much. Read the question number 2.' Wait...Say 'Now read the stories to see if your guesses are true or not. But, before that I want you to lock your hands together like this. Why? I want you not to point the words as reading. Because the words are not important. What's important? Just the main idea. you have 2 mins' I.C.Q: 'So, what are you going to do? are you going to look up the words in the dictionary? Are you going to know everything about the text? NO just "are your guesses true or not?" How much time? Ok! go ahead.' After that say 'Ok thank you. now two by two share your answers. Were your guesses true? what are the stories really about?' W/C F.B: ask two students about the stories and their guesses.

While-Reading/Listening #2 (4 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Say 'Ok, thank you. Now what's the second step?' show the 'Reading for some details' on the slide and say 'What details? read the question Num 3 and the statements below'. After that say 'You have 2 to 3 minutes to read the stories again to answer the question num 3. Do we read the whole stories? No. we just look for the details wanted because We have read them before and know the line and paragraph numbers'. Demo: 'For EX read the statement one. Which paragraph is it? which line is it? which answer?': I.C.Q: 'What are you going to do? How much time ' Peer Work: Now 2 b2 check your answers.after 1 minute show the right answers on the slide W/C F.B: have you got the right answers?

Post teach language (3-4 minutes) • To introduce them to new vocabularies

Say 'Now What's the third step?' Showing them the third step and say 'read the question num 4. you've got 3 minutes to answer it'. Say 'Do we read the whole stories?No. we know what paragraph and line they are in.' Demo:'For example septuplet. Which story? Which line? So what's that'. I.C.Q: 'What are we going to do? How much time?' peer check: Now 2 by 2 check your answers . show the right answers on the slide W/C F.B: "do you have the right answers?" Teach them new vocabularies' form and pronunciation. give them a page of a dictionary to find 2 of the words for their forms and pronunciations, to get them learn how and when they should use dictionaries. Review all the steps again before follow up task.

Follow-up task (3-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Say 'now, let's talk about the text now. Read the question num 5. what is an one-child policy? What advantages and disadvantages does it have? What do you think' Peer check: 'two by two share your answers. What's that, and what's the advantages and disadvantages does it have. you've got 3 minutes' I,C,Q: 'What are you going to do? how much time' W/C F.B: ask two or three students 'what did you talk about in your group? what's an one-child policy? is it good?...'

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