Ashraf Hanafi Ashraf Hanafi

Copy of sixty years of flight
Elementary, A1 level


In this lesson students will have a chance to focus on their reading skills, with an attempt both at gist reading and reading for specific information. the lesson starts with a short lead about flights and flying presented by the teacher and continues with a gist reading activity by the Ss. they will then attempt to read for more specific information through a jigsaw reading activity and a scanning activity which will be merged with a speaking task. they will aslo work on their speaking skill in pair work and WC formats to further enhance this skill.


Abc AK for set 2 of questions
Abc AK for set 1 of questions
Abc picture of Sabiha Gökçen
Abc numbers HO
Abc reading for specific information, questions HO
Abc reading context hand out
Abc pictures of vocabulary to be taught
Abc pictures of first flight and first space travell

Main Aims

  • By the end of the lesson the ss will have worked on their reading skill, with both sub skills of gist reading and reading for specific information targeted through jigsaw reading, scanning for information and looking for specific information in the texts.

Subsidiary Aims

  • They will also have had the chance to engage in speaking practices, in controlled and semi controlled activities.


lead in (2-4 minutes) • to activate schemata as to what will be read in the reading activity.

The teacher will start the lesson with a WC discussion about flights, planes and space travel and the ss attitude towards them. a picture of Sabiha Gökçen will be shown to the Ss to warm them up and elicit comments about flight and the first people to do it.This will be done with the aim of activating the students' schemata and preparing them for the lesson.

pre teaching vocabulary (7-9 minutes) • preparing ss for the reading task

The teacher will introduce the vocabulary that the Ss will need and might not know in the text. this will be done in ECDW form. the words journey \ˈjər-nē\, astronaut \ˈas-trə-ˌnȯt, -ˌnät\, injury, compass, fog, altitude, celebrate, rocket, giant and inscription will be taught to the ss with the help of pictues. CCQs will be asked by the teacher to ensure the Ss' understanding of the words.

Gist reading (2-3 minutes) • to enhance the gist reading ability of Ss

In this stage two pictures will be projected on the board. The ss will be instructed to look at the pictures and make predictions as to what the pictures are what they are about. they will work in pairs to make their predictions and nominated Ss will venture their guesses. they will then be instructed to go through the texts and try to match the texts with the pictures. They will work with their pairs. Two ICQs will be asked 1- are we reading all of the text carefully? 2- what are we matching? the HO will be distributed in this stage. Nominated Ss will give the answers for feedback.

Reading for specific information (jigsaw reading) (10-13 minutes) • to enhance specific information extracting skills of ss.

The class will be divided into two groups based on teacher grouping. The teacher will instruct the Ss to fold the page into two parts. Group A will be instructed to read the first text and provide the answers to the questions and group B will be instructed to read the second text and carry out the same task. they will be instructed to read alone. One question will be answered by the teacher as a demo. Two ICQs will be asked in this stage: 1- are we reading both texts? 2-what are we trying to do? Ss will use the HOs given in the previous stage. Teacher will not interfere. Ss will then work in their groups to check their answers and the stronger Ss can help the weaker Ss to find the correct answers. T will monitor closely and provide on the spot feedback and correction.

jigsaw reading part 2 (5-7 minutes) • to check comprehension of the text and practice the productive skill of speaking

Each student will be paired up with one student from the other group. Before that they will be instructed to talk with their pairs from the other group and ask the questions related to the reading. Two ICQs will be asked in this stage: 1- are we working with the people in our group or the people from the other group? 2- what will we ask them? the teacher will monitor this stage very closely and check the comprehension of the Ss. An Ak will be given at the end for the Ss to check their answers.

Reading for specific information part 2 (6-8 minutes) • to enhance specific information extracting skills of ss.

The Ss will sit with the same partners from the previous exercise. they will be instructed to work in pairs and answer the questions provided in the new handout. they will need to go through both texts to find the answers. Three ICQs will be asked :1- are we working alone or in pairs? 2- are we answering the old questions or the new ones? 3- will we read one text or both texts? The HOs containing the questions will be distributed among the Ss. The teacher monitors for any errors in comprehension. An AK will be distributed at the end for FB.

reading for specific information ( scanning for numbers) (5-7 minutes) • to enhance scanning skills of Students and provide further reading practice

The Ss will be paired up again with a different partner. they will be instructed to go through the text and find the numbers in each one of them and say what they are talking about and write them on their HOs. Three ICQs will be asked in this stage ;1- what are we looking for (numbers) 2- are we working alone or in pairs? (in pairs) 3- what will we write after we find the numbers? ( what they are about). The handouts will be distributed. Teacher will monitor closely and provide on the spot correction for Ss.

freer speaking practice (5-6 minutes) • to enhance speaking skills of ss and provide practice in a semi controlled activity

In their pairs, the Ss will be instructed to use the numbers from the previous stage to retell the story to their partners. Teacher will do one as a demo. Two ICQs will be asked in this stage. 1- are we repeating the exact text or trying to say it ourselves? (saying it ourselves) 2- what will we use in our stories? (the numbers). The teacher will monitor the activity and note down possible mistakes and have minimal interference with the activity.

Delayed feed back and error correction (3-5 minutes) • to provide feedback and error correction for Ss.

The teacher will board examples of good language usage and also errors Ss made during their speaking practice and elicit the correct forms from the Ss.

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