heba.rahwan heba.rahwan

Reading lesson
A1 level


In this lesson,Ss will practice the receptive skill of reading through texts about the roles of males and females in families and how these roles have changed.To set the context,Pictures of modern and old families will be shown to elicit ideas and vocabulary from them.A task of gist reading will come first .Then,a reading for details task will be followed by a scan reading task to notice TL and analyze it.Then, a controlled practice answering some questions ,getting feed back, and using them in a freer practice.


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Main Aims

  • To provide gist, scan and detailed reading practice using a text about male and female roles in families now and before in the context of housework

Subsidiary Aims

  • To provide clarification of housework collocations in the context of comparing modern and old families.


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

T show symbols of male and female ask students to give examples to review vocabulary like grandfather ,grandmother,husband ,wife which will be in the text.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

/T/ Show tow photos of an old and a new family. Get the whole class talk about the differences. Asking are they at the same time?In which year? Is there the same number of people in the tow pictures? Do you have photos like this at home?Was life the same as now?who washes the dishes in this photo? who cooks? T review some of the text vocabulary. /Ss/ talk about what they think of these two photos and about similar photos they have. T sets the idea of past and present and check if Ss know the words male and female.

While-Reading (10-12 minutes) • To provide students with less challenging gist information reading task and reading to scan task

Ss individually read the texts in 4 minutes to answer simple questions about who are the people in the photos.ICQS:in pairs or alone? 4 minutes or more?Finish at time get answers by nominating Ss .Ss give titles to texts.Then, a scan task with two groups on the two WBs scan the texts to underline the verbs and write them on the WBs. One board for present and the other for past. CCQS: can we write present verbs on the past WB? No.Can we write names places or only verbs? only verbs.After finishing ,Whole class feed back on each board to correct.

While-Reading #2 (14-16 minutes) • To provide students with more challenging deduction and inference reading task

Ss individually read texts in 5 minutes and answer the true/false question.check answers in pairs. Feed back with key answer on board and to get justification from Ss.Then a task of matching collocations to highlight them with the two groups on two boards sticking the collocations and use the texts to check them.Feed back with each student saying a full sentence using these collocations.

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

Ss answer questions about themselves ICQS: are u going to write about ur partner ? no Then discuss in groups and getting feed back about them.

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