grant grant

Teaching Points: Topic: Family Reading
A1 level


To give sts practice in listening for gist and specific information. Read about three countries and learn new vocabulary. Introduce the present simple simple positive in the context of a personal description


Abc Hand-outs

Main Aims

  • To give sts practice in listening for gist and specific information

Subsidiary Aims

  • To introduce the present simple postive in the context of a personal description


Lead in (3-5 minutes) • To actıvate the students knowledge of people of different countrıes

T. Will show pictures of people from different countries and ask students to guess there nationality. T. Will show different flags of the world and ask Sts to guess and pronounce the nationality of people from that country. If necessary provide prompt by placing a list of nationalities and they can guess the appropriate nationality.

Prediction task (4-6 minutes) • Guess what the subject will be

T. will ask Sts what the to predict the content of the passage will be read. T. will attempt to peak the interest of the Sts. prior to reading the text. T. Will ask how many have children, or grandchildren.

Pre-teach vocabulary (10-12 minutes) • Introduce the vocabulary More and Some to the students

T. Introduce Most and Some. Wrıte on the WB. T. Write the following sentences on the WB. Do an exercise to fill ın the sentences on the WB to show Sts. Most = > '..... people in Turkey speak only Turkish'. '..... Japanese people speak only Japanese'. Some '.....people in Turkey speak English.' '..... Japanese children can speak English.' ICQ students to check they understood. Give the HO. T. Point to the Most ....Some (diagram) on the HO. T. Point to the diagram and show the difference between Most and Some. 'Most Black .....' 'Some Gray. Some Black.' ICQ. Perform check. Exercise: Have Sts PW and give them sentences usıng Most and Some. T. Write random sentences on the HO that the student can guess where to use the words Most and Some. Where to use what. 'There are ....... Sudanese people in Turkey. 'There are ...... Indian people in Istanbul. 'There are ........ families with no children.' '...... Turkish children can speak English.' '...... Turkish children like chocolate.' ICQ. Perform check.

Pre-teach vocabulary (8-10 minutes) • Introduce new vocabulary More to the students

T. Write on WB. More > than 1 Many > than 1 Single = 1 Villages. Explain each one. Use Realia. Give a bag of almonds. T. Say give a single almond. Point with one finger. T. Give me some More almonds. Show students .... T. I have Many students to illustrate point. 'These almonds aren't good.' The best almonds are from my village, Demirköy'. ICQ.

Reading for specific detail (8-10 minutes) • Encourage students to read the prepared text

PW. Have students read the HO text. PW. Write on the WB. Japan, America, Sudan. And the points. Do example with Japan. Have the Sts guess the correct points from the text, circle them. Write the answers on the board. Check to see who was correct.

Reading for detail (8-10 minutes) • Reading for detail

T. Tell Sts to read the article again closely. Exercise 2. T. Read the questions out loud. Have Sts correct the answers that are not true.

Post Reading (4-5 minutes) • What about you country? Complete the sentences.

PW. Excercise 3. Have Sts. write down the sentences about there country. Hhave the Sts. read out.

Web site designed by: Nikue