Habibeh Habibeh

Reading, New Year's Day
Elementary level


In this lesson, students develop their receptive skill of reading and some strategies, including skimming, scanning, and contextual guessing reading skills through reading a short text (three paragraphs) about New Year's Day. The lesson starts by asking SS what they specifically do in the New Year. Next, T will teach them the new word 'calendar' (Pre-reading). Then, students skim the text and report information to their partner. After that students scan the text and answer a series of questions (Reading for details). The class is then introduced to the concept of present simple negative form through guided discovery and semi-controlled speaking activity. In speaking activity, students mingle and ask each other questions about what do they do in some special occasions like birthday and wedding.


Abc Reading text
Abc Global Elementary ex.1 p .24
Abc Global Elementary ex.2.1.52 p .24
Abc Answer key
Abc Global Elementary ex.3 p .25
Abc small pieces of paper
Abc Global Elementary ex.1 p .25
Abc Speaking HO
Abc pictures of different countries

Main Aims

  • • To provide gist and detailed reading practice

Subsidiary Aims

  • • To introduce the present simple negative form through guided discovery based on the reading text


Warm-up (3-5 minutes) • To introduce the context of the lesson

T will start the lesson by writing a date on the board and telling SS that this date is really important to her and then asks SS guess why this date is special to her. Then, T says that the New Year's Day in Iran is on March 20th. And we do some special works in this day like cooking, visiting families,…T then asks SS about what they do in this special day in their countries?

Pre-reading (6-8 minutes) • To introduce the key words and the subject of the text before reading it

T teaches vocabulary 'calendar' that the SS will see in the text; -T reflects a picture on the board and asks: “what's this?” Then, she points to the days and months and says that a calendar shows the months and the days of the week. T drills the pronunciation of the word phrase and asks SS where the stress is, T tries to elicit stress by modeling a right and a wrong pronunciation and shows on which syllable it is (the first) and asks "Is it a verb or noun?" SS: "noun". Then T sticks some pictures of different countries on the board and gives SS some small pieces of papers which different dates are written on them. T groups the whole class to two groups of A and B and ask them to match the pictures with the dates. Each group that does this faster would be the winner. After that T asks SS that are all the countries' calendar the same?

Skim reading (4-6 minutes) • To introduce students to the text

T gives HO to SS and asks them to read the text quickly( just 1 min). T stops SS from reading and then gives them HO and asks them to check whether all these words were mentioned in the text or not. If yes, in which paragraph are they? They can check their answers with their partners before answering. Then there is WCFB.

Reading for details (8-10 minutes) • Read to find the answers to the questions Grammar

T asks SS to read the text again ( this time in a longer time) and listen ,then gives them Ho and asks them work in pairs and answer the questions on their own. In order to make it clear for them, T writes one sample question on the board and answers it. ICQ'S : Will you work in pairs or alone? Should you write your answers? Before FB, T asks SS to check their answers with their peers and then T gives them an answer key to check their answers.

Grammar (10-15 minutes) • To introduce and teach the negative form of the past simple

For this part T gives Ss some examples of the simple present negative form based on the reading context and then she tries to elicit the right place of don’t and doesn't with the help of SS. Then, she gives them a HO and asks them to answer the questions (controlled practice). After a couple of mines, T asks SS to come to the board and write the correct answer. At last, in order to ensure whether SS understood the grammar point or not, T gives them another exercise and asks them to do that with their partners (semi-controlled practice). And for the feedback T asks some Ss to read their answers.

Semi-controlled Speaking (7-10 minutes) • To encourage the students to use TL

T shows SS a Ho and explain them that they should asks each other questions about their special and important days like birthday or wedding. She distributes one copy of the worksheet to each student and tell students to circulate, asking the questions on the worksheet using Do you…, like 'Do you buy cake in your birthday? If yes then they must write in the first Colum if not they must mention the reason in the third Colum. In order to make it clear for them, T does one. Then T asks SS to stand up and start talking with their friends. ICQ's: Should you do this alone? Should you write your friend's answers? T points at S and asks other S to give info about that S from their HO.

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