Consuelo Iman Bekiri Consuelo Iman Bekiri

Do you know any jokes?
Elementary level


Students will review the past lessons of vocabulary using articles: "a, an, and the" Review: Past Simple: irregular verbs


Abc Pictures for WB
Abc Vocabulary handout
Abc White board
Abc Reading text "Do you know any jokes?"
Abc Audio
Abc Freer Practice
Abc Handouts
Abc handouts of Quoted text
Abc student made questions
Abc Teacher made handout
Abc Vocabulary
Abc Whiteboard/Overhead Projection (OHP)

Main Aims

  • Reading

Subsidiary Aims

  • Speaking and Vocabulary


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Start with a Turkish comedian quick skit joke on video (or pictures of a few comedians that are Turkish in case audio doesn't work or I don't find who they have suggested). I will ask students do they know of any jokes before doing the start of the lesson (ex.1 activity 7 D). The Students will be instructed to read the questions by themselves, think about answers, and then to work in pairs to discuss the questions. I will ask ICQ's to make sure that students understand activity.

Vocabulary check (5-7 minutes) • To provide a model of production expected in coming tasks through reading and speaking.

I will provide students with the pre-reading vocab of part (a) of exercise 7D. Students will answer ICQ's of what to do and students will be instructed to read words and check off those that they know while mingling with other students. Students are asked to be seated and will work in pairs while mingling with other pairs to discuss the words that they know and speak about those words that they don't know. Students will now work on part 2 (b) (along with page 159)

Pre-Reading (6-8 minutes) • To prepare students for the text and make it accessible

Students will be instructed to look at picture (A) and give a "prediction" (clarify) "What is happening here?" and to describe what they think will be revealed in the text based on clues from the picture (A). Students are asked ICQ's for clarification of the work that they must do. Students will now speak with each other in pairs and make a prediction off of what they think will happen.

While-Reading #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students will be given a handout that will have the prior picture and instructed to read individually the section 1 and 2 of the reading activity for a gist read. They will be asked ICQ's of " a) Who are the key characters? Mike, Old man, big black dog." b.) Where are they? Front row of cinema. Students will use details from the picture as clues to make predictions as they read. Students will confirm or adjust predictions during and after reading.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students will be instructed to now re-read the (1-2) sections alone (Reading #2) and try to predict what will happen in pairs (4 mins). Students will now be given the next handout with the third reading to read alone (Section 3) and asked to predict what will happen in pairs (4 mins.) Students will now be introduced the last paragraph to read alone and to then are allowed to listen to the whole story to fill in the blank questions at the end. I will check for FB and write the final words down and check for key words.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will ask students to write out a joke and then prepare to get up and mingle with other students to speak and exchange jokes. I will ask ICQ's, monitor students as they mingle, offer assistance and correct mistakes heard.

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