Reza Reza

Family reading 2
A1 level


In this lesson, Students learn and practice the reading skill through 3 stories about family sizes. Firstly they learn some new vocabularies through a story about my brother's family. After that they practice their reading for gist and reading for specific info skill having a pair work after each one by the text. The lesson ends with a follow up task asking their opinion about family sizes.


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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


Pre-teach vocabulary (8-10 minutes) • To provide students with some new vocabularies being necessary for reading text

Show myself very happy and say “Hi my friends how are you, I’m pretty fine” saying "today we're going (see the time table fit ***) through a reading practice, but before that we're learning some new vocabularies". Say 'These days I'm very happy. you know why?' Explain about my brother and his family that just came back from Tehran after 3 years. expose them to new vocabularies and clarify M.F.P.A for every single word.

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Say 'Now we're going for a reading practice'. distribute the worksheets. Say 'Ok everyone, look at the pictures. What do you see? Who are they? what do you think these stories are about? 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. ask at least 2 students about what they discussed.

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

After that say "Ok, let's read the tex 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.. you have 2 mins' I.C.Q: 'So, what are you going to do? are you going to look up the new words in the dictionary? When seeing new words, do we stop reading? No NOT AT ALL. So please close your dictionaries 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 (3-4 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Say 'Ok, thank you. Now in question number three here' pointing to the statements 'is four statements which you should read and choose the answers True, False and No information given. Demo: 'For EX read the statement one. Which paragraph is it? which line is it? which answer?' 'Now read all of them' wait for them to read. After that say 'Now You have 2 to 3 minutes to read the stories again to answer the question num 3. 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 (4-5 minutes) • To introduce them to new vocabularies

Say 'Ok every one. now is there any word that is new for you?' wait 'For example take a look to question number 4. there are 4 new vocabularies and here ' pointing to the second column 'we have the meanings. You should match the words with their meanings' 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 to learn how and when they should use dictionaries.

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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