Ольга Сорочан Ольга Сорочан

MetroNaps reading text
Elementary level


In this lesson students read about MetroNaps, a company that offers its workers a twenty-minute day sleep. The lesson starts with Ss guessing what MetroNap pods are. This is followed by two reading exercises - for gist and for specific information.There is a vocabulary exercise in between during which Ss work out the meaning of adjectives (relaxed, quiet etc) by means of the conext (text). The lesson closes with Ss expressing their opinions on MetroNap pods.


Main Aims

  • To give Ss practice in reading for gist and specific information in the context of using Metropods (taking naps)

Subsidiary Aims

  • To give Ss practice in speaking for fluency. To give practice of present simple


Lead-in: 'What will he do?' (5-5 minutes) • To set lesson context, engage students, prepare them for reading the text and make it accessible

T shows a picture of a man sitting on a MetroNap pod, gets Ss to guess what it is. Instruction: Look at the picture. What will the man do now? Here are some ideas for you (T shows them on the hand-out). Before disributing the hand-out, T writes the word 'massage' on the board, asks Ss to pronounce it, transcibes, drills. Ss work in pairs, T collects ideas in an open class feedback.

Reading for gist (4-4 minutes) • To provide students with the main idea of the text

T asks Ss to read the article and check their answers. Instruction: Read this article (T shows the article) and check your answers. You have 2 minutes. Whole class feedback

Pre-teaching vocabulary (8-8 minutes) • To enable Ss to better understand the text, prepare them for Ex2 (reading for specific information)

T distributes sheets of paper with 5 adjectives (busy, quiet, relaxing, relaxed, stressed). Instruction: Work in pairs, find these words in the text (T shows the hand-out), discuss their meaning. Use English to do it :) You have 2 minutes. T collects feedback, makes sure students understand the words by using flashcards, visuals and asking CCQs. Examples: (busy): Is this man busy? (shows a picture of a busy man). Is a busy person someone who has a lot of work? (quiet): Can you show quiet? Am I quiet? (speaks in a quiet voice) And now? (speaks louder) (relaxing): Is this music relaxing? (plays yoga music) (relaxed): Are you relaxed? (marks the difference between relaxing and relaxed on the board, supoorts it by additional questions like What else is relaxing? Can music be relaxed? (No) Who can? (People) (stressed): Is this person relaxed? And this? (shows two contrasting pictures: relaxed/stressed person)

Reading for specific information (10-10 minutes) • To provide students with more challenging detailed, deduction and inference reading

T gets Ss to do Ex 3 in pairs Instruction 1: Read the questions in Ex 3 (T shows the exercise), then read the text and find answers. Make notes if you want. 2 minutes. Instruction 2: Now, work with your partner and check the answers. T monitors while Ss work. If no problems arise, T checks only Question 4: What is a nap? Uses two contrasting pictures (day/night sleep) and CCQs to check understanding (Is a nap a short sleep? Is it a daytime sleep?)

Controlled speaking based on the text (8-10 minutes) • To provide with an opportunity to expand on what they've learned and practice present simple in the context of daily routines

T distributes cut-up sentences from Ex 4 (events for a typical MetroNap), Ss have to put them in order as they are in the text from memory. They are asked to turn the texts over. Instruction: Turn the texts over (T shows). Here are the events for a typical MetroNap. Work in pairs, put them in order. When finished, Ss are given the keys to the exercise and check themselves.

Freer speaking (5-5 minutes) • To give Ss practice in speaking for fluency, wrap-up

T asks if a MetroNap pod is a good idea and if students would like to use it. T: What do you think of MetroNap pods? Would you like to use them? Discuss it in pairs. Think of 2-3 ideas why you like MetroNaps. Ss discuss, T collects their ideas, jots them down onto the board in the form of a mind-map. At the end, points out to the mind-map and praises students for their work. T: Look at this. It is a lot of work. Great job!

Language analysis and wrap up (3-5 minutes) • to enable Ss to analyse mistakes, practice the right variant, close the lesson

T praises students for good language used, works through the problematic items through eliciting and drilling. Thanks for work, closes the lesson.

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