Nalan Eryigit Nalan Eryigit

Amazing Days
Beginner, A1 level


Abc Google images
Abc Google images of Vacation destinations
Abc Adapted Reading

Main Aims

  • To provide gist, scan and detailed reading practice using a text about amazing days.

Subsidiary Aims

  • To provide fluency in the context of amazing days.


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

T shows a photo from his or her last New Year. And says I was in (place) with (people). And asks the Ss to talk about their New Year. Ss discuss in pairs about their New Year and focus on two questions: Where was it? and Who were you with? T gets WC FB.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T says here is a text about Asli, Ozan and Anette and their days. Let's see if they had a good day or a bad day. I want you to read the text alone very quickly. Ss do a gist reading in one minute. T gets feedback asking about each person. Did Asli have a good day? What about Ozan? And Anette? Next, the Ss will look for a specific information. They will look for numbers and the word that follows each number and underline it. i.e: 25,000 people. Next they will check each others answers in groups. The T will divide the board into two and each group will stand up and write the numbers down. The T will ask each Ss to read the numbers to the class, if Ss have trouble reading some of the numbers, the T should help out but not focus on pronunciation too much for the aim of the activity is the words that follow the numbers, not the number itself. The T should be aware of any vocabulary that the Ss might have trouble with like empty and elicit this during the WC FB.

While-Reading/Listening #2 (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The last task will be a detailed reading. Ss will refer back to the text answer T and F questions on their own. Afterwards Ss will check their answers with their group members. And at the end the board and the class will be divided in two. Ss will stand up and write their answers on the board. This way each group will get the chance to check the other groups answers and a more thorough WC feedback will be given by the teacher.

Post-Reading/Listening (10-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

At the end of the reading. The T will ask the Ss to discuss in pairs: "Who do you think had the best day?" "Ozan, Anette or Asli?". If the question is unclear at this stage for the learners then the T can grade his or her language and say: "Who's day do you like and why?"This question will get the Ss to respond to the text and a chance for the T to see what they have understood. For the second speaking activity, Students will be given photos of three places and they will be asked questions about those places and they will discuss these questions in pairs. If there is time Ss will be placed in groups according to the places that they chose to visit and they must talk about why they chose that place.

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