Ahmad Sharifi Ahmad Sharifi

Ahmad Sharifi, Reading Skill
Intermediate B1 level


In this lesson, students will do reading and some pre-writing exercises. The lesson starts with a lead-in to set the context where T shows Ss some images of some Turkish and Korean folktale characters. T will then pre-teach some vocabulary by having Ss do some matching exercise. Ss will be asked to read the first paragraph and guess the title of the text. There will be then some detailed exercise followed by a short class discussion as the post-reading activity. Finally, T will be teaching complex sentences which serve as preparation for the writing lesson.


Main Aims

  • To provide gist and detailed reading practice using a text about Hungbu and Nulbu in the context of Korean folktales

Subsidiary Aims

  • To provide fluency speaking practice in a narration in the context of Turkish folktales
  • To provide product writing practice of a paragraph in the context of Turkish Folktale


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

I will start by showing the images of famous Turkish folktale characters to get them interested in the topic. Then I will add two images of a Korean folktale character and ask the Ss to tell me what they have in common so that they come up with the word "Folktale" If they can't do it, I'll try to elicit the word from the Ss by explaining more about it.

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

After the lead-in, I'll give my vocabulary handout and have the Ss do vocabulary matching exercise individually. Then I'll have them peer-check and group-check before I give them the answer key. I'll then have them reflect on those words and ask how these words could be related to the text.

While-Reading 1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

In this part of the lesson, I'll ask the Ss to read only the first paragraph of text in one minute and then to guess what the best title for this text is. The I'll ask the groups to discuss the answer and see if they have chosen the same title. After giving FB and writing the answer key on the board, I'll move on the next stage of reading.

While-Reading #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

In this stage of the lesson, I'll ask Ss to read the rest of the text individually and silently and then I'll give them the detailed questions to answer. Ss will be put in groups to check their answers to agree on one answer. Having checked their answers in groups, they will be asked to cross check with other groups before I give them the answer key.

Post-Reading (7-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In this stage, I'll ask Ss to discuss in their groups what the message of the reading text is. After that, to have a further discussion I'll ask the representative or speaker of each group to tell me what they have come up with .

Writing Preparation (12-15 Minutes)

This part of the lesson is not truly writing lesson: it's just focusing on the language form for the next stage, which is writing. In this stage, I'll have Ss read one paragraph written in 2 different ways. Ss are asked to compare these 2 paragraphs and tell me how they are different. Then I'll draw Ss' attention to the TL, which is connecting words. This is followed by the clarification of the meaning and form of complex sentences after which there will be some controlled practice.

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