Becky Van Eijk Belgrave Becky Van Eijk Belgrave

Reading Receptive Skills class
Beginner level


Abc Whiteboard
Abc Projector
Abc Slip package

Main Aims

  • To provide gist and detailed reading practice using a text about weekend activities in different cultures. The context will be what Ss do on the weekend.

Subsidiary Aims

  • To provide practice and clarification of vocabulary used when talking about the weekend.
  • To make their own short text (either written or orally depending on time constraint) in the context of what they do on the weekend.


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

I start the class with the PPT projected on the WB. I ask Ss where the pictures are taken- obviously in Istanbul. I then put Ss into pairs and ask them to write down in bullet points and talk about what things people can do in Istanbul on the weekend. ICQ: Do you write a whole paragraph? (No) So do you write short bullet points? (Yes) Can you talk with your partner? (Yes) Do you write about what you do or what people generally can do in Istanbul? (generally) After a few minutes, I will ask Ss to share what ideas they came up with. From here I can correct and add on useful relevent vocabulary to suggestions that they make.

Pre-Reading (5-8 minutes) • To prepare students for the text and make it accessible

I will introduce the activity by putting up the next slide introducing the 5 countries. I will give Ss 3 min to quickly talk to their partner about what kind of things they predict people do on their weekend in these countries. I will monitor and if I hear any common mistakes write them on the board. After a few minutes, I will ask Ss for a few ideas and potentially do some error correction.

While-Reading (7-10 minutes) • To provide students with less challenging gist reading

I will give each pair a package. I will explain: "Each slip matches to one photo. Read the text quickly and with your partner decide which text goes with what photo". ICQ: Do you read every word? (No). Do you read quickly? (Yes). Do you need to understand every single word? (No). I will monitor and help where nessesary. After a few minutes I will tell everyone to stop.

While-Reading/Listening #2 (8-18 minutes) • To provide students with more challenging scanning and detailed reading tasks

I will then use pyramiding to group 2 pairs together and peer check each others answers. I will also ask them to read through the text more slowly and circle the words that made them pick the country for that text. (Optional) Depending on how they did with the previous texts, I will hand out the last worksheet that requires a bit more detailed reading, where Ss can work in pairs to fill in the answers. I will put the answers on the WB as an answer key. However, if I feel like this is too challenging, then I will instead move onto the useful vocabulary and give them more time in freer practice allowing them to make use of the language in their own narrative.

Vocabulary (8-10 minutes) • To provide a framework for the final activity

(Optional) Since reading is my main aim (receptive) and writing my second aim (productive), I don't want to spend much time on vocabulary. If there is time, I will try and elicit from Ss common phrases to use, but if there isn't (which there likely won't) I will project some useful phrases onto the WB and try to quickly go through them with the Ss. Therefore when they go onto the freer final activity, they don't feel completely lost but have some sort of framework to work with and give them some structure.

Post Reading (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned,

Students will write their own short text about what they like to do on the weekend using phrases that we learned throughout the class, the phrases projected on the board, the short texts from the reading and ideas from the warmer exercise of what kind of activities they do in Istanbul. Before the class ends I will ask some Ss if they want to share their story with us. (If-Time/Optional) As they do, I will write down some mistakes on the board and together with the class correct the mistake.

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