Tugba Yildirim Tugba Yildirim

Tugba Yildidirm TP7
Pre-Intermediate level


In this lesson students develop their reading skills through a text about immigration to and emigration from Scotland.


No materials added to this plan yet.

Main Aims

  • To provide gist and detailed reading practice using a text about Scotland in the context of immigration and emigration.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of living abroad.
  • To provide clarification of vocabularies about immigration in the context of immigration to and from Scotland.


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

Reflect on WB many different pictures from Scotland. Ask sts: Do you like the pictures? Where are they from? Ellicit that they are from Scotland. Ask sts to write anthing they can think about Scotland in two minutes. Ask them to write words, not sentences. Ask students to compare their list with their partners. Compile a full list with the class on WB. Teachers adds to the list showing items from the pictures.

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

2-Tell sts to match the words with the descriptions in pairs. Handout words and definitions. Give 5 minutes. Ellicit the answers from students and drill the pronunciations individually and chorally. Reflect on WB definitions of the key words from the gap-fill statements. Handout the list of words to sts. Ask them to come on the board and stick the word next to its definition. origins (noun) common (adjective) invasion (noun) adopt (verb) customs (noun) found (verb)

While-Reading (15-18 minutes) • To provide students with gist and detailed reading tasks.

Gist reading: Ask sts to read the text quickly to find out what it is about. Give 3 minutes. Ellicit answers from students. Immigration to and emigration from Scotland. Detailed reading. Ask students read the text again this time in detail and fill in the gaps with sentences in pairs. Handout the sentences. WCFB.

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

Ask students to work in pairs and speak about the questions. Hand out the questions. Monitor closely and correct where necessary/ take notes to give individual feedback after class.

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