Elif Gizem Özsaraçoğlu Elif Gizem Özsaraçoğlu

Lesson plan TP4 Elif
B1 level


In this lesson the Ss will develop their receptive skills through a reading text about animals. First they will discuss about pets. Later there will be a group activity in which Ss skim 2 animal stories and tell which animal matches with which description. Then ss will scan the story in order to tell the stories to others groups when the other groups try to match the stories to the descriptions. This way they will also develop their productive skills when they try to tell the stories. In the end, Ss discuss about which descriptions they have matched to their stories and which story they like best.


Abc Colored cards
Abc HO
Abc Teacher's notes
Abc Projector

Main Aims

  • To provide gist reading practice using a text about Animal Tales in the context of animals

Subsidiary Aims

  • To provide fluency in the context of animal


Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

Set the context by eliticing "pet". What do you call the animals which live with you in your home like cats or dogs or fish? "Do you have a pet? Did you have a pet when you were a child? Do you think animals can help people? If so, how? (sniffing dogs help narcotic department, or guide dogs help blind people) Do you have an interesting story about animals?" Pre teach "heal", "bleed" "disappear" : "I had a cat, her name was Gümüş. One day she scratched me so bad that my leg was bleeding. When I screamed in pain, the cat was gone and never returned. My leg got better / healed in a week." After the story, elicit scratch, bleed, disappear, heal. Then, Concept check, Drill, Write.

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

Go over "heal, recover, disappear ( On Wed. I was ill but today I recovered. - Yesterday I accidentally deleted my homework. It disappeared" ) Give the HO. Focus attention on the photographs and ask ss to name the animals they can see. (Cat, dolphin, goldfish, cow, mynah bird, dog) Prediction task: Project the animal descriptions on the white board. Ss read the descriptions and try to match them with the animals at this stage. Do not confirm the answers. Possible answers: A - a dolphin, B-a gold fish, C- a dog, D- a mynah bird E - a cow, F- a cat

While-Reading (10-14 minutes) • To provide students with less challenging gist and specific information reading tasks and develop speaking for fluency

Divide the class into groups of 3 and ask students to arrange arrange the seats. (Employ ICQ: How many groups are there?) Give them pink, yellow and green pieces of paper so that they can find their groups. Students read their respective story, eg. Pink group read Student 1. (5 min) Then they match each of their stories to one of the descriptions. (Employ ICQ: Are you going to read? Do you need a pen?) Student A: 1 D, 2 A, Student B: 1 C, 2 A Student C: 1 B, 2 E. After their reading time is over, students take turns to retell their stories to the members of other group and say which description in Exercise 1 each one matches. Tell them not to look at the text! (ICQ: Are you going to look at your handout? NO. Are you going to write anything? Are you going to talk?)

Post-Reading (9-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask them to work in pairs ans discuss which stories they liked best and why they liked them. (4 min) Then ask students to talk about their partner's favorite story and why he/she liked the story. Finally, go over the new vocabulary. If ss finish early: Discuss advantages and disadvantages of keeping a pet. Advantages: they relax you, they keep you company, they entertain you. Disadvantages: untidiness, smell, keeping them cost money, (vet, food, litter...),allergies, they eventually die and upset you. Draw a chart on the board and write the items.

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