Melis Erdemli Melis Erdemli

Elementary level


In this lesson, SS will be engaged in lesson with a text to develop their reading skills with S focused reading exercises,to support their receptive skill development. Moreover, SS will practice their Speaking skills by discussing the subject of the text.


Main Aims

  • To enable students to develop their reading skills (scanning and detail understanding) in the context of a text about Britain which is adapted from an article in The Times.

Subsidiary Aims

  • To enable students to develop their speaking skills in the context of a text about Britain which is adapted from an article in The Times.


Lead-in (0-5 minutes) • To meet new students, To introduce the lesson and engage students in the lesson topic.

- greet the class and meet new students. - if there are students from last weeks' class, ask them "Do you remember where I am from?" - When they answer "Turkey", ask them : "What do you love about Turkey?" "Write 6 things you love about Turkey" and pair them off. - After they completed their list, ask them to work with a different group; Tell: "look at the other pair's answers" and "compare your answers with their answers.". Don't forget to elicit the verbs "look" and "compare" - After 2 minutes of listing and thirty seconds of checking, WCFB.

Pre-reading (0-5 minutes) • To introduce Ss with the text by familiarizing them with the vocabulary used in the text.

- Project the pictures on the board. Tell Ss to match the words with the pictures. - Ss matches the words with pictures they see on the board by working in pairs. Later, they check their answers quickly with other groups and report back as a WC.

Reading for gist (0-5 minutes) • To make Ss skim the texts' and prepare them for detail reading.

-After Ss match pictures with words, give them the instructions and then the hardcopy of paragraphs and headings. Ask ICQs to check if they understand. (Show the cut pieces). Do paragraphs have headings? Yes. Are these headings of paragraphs? Yes. What are we doing? matching or writing? Matching. -Ss match them by working in pairs. They do skim reading while matching headings and paragraphs. - Peercheck and quick WCFB

Reading for Detail (0-10 minutes) • To engage students with the text in detail by focusing on the specific information in the text.

- After giving the instructions of the Ex 4.b., give the handouts fro T/F activity. Tell them some are true some are false. Do the first one together and ask some ICQs: Are you reading or writing? Reading. Are all the sentences true? No. Are you correcting the false sentences? Yes. - Ss, first, read the paragraph. Just monitor from the center of the class to observe Ss who start T/F activity. Start monitoring closely by moving around, even if just one of them starts to do the activity. - After they finish, they check their answers with their partners. WCFB: Nominate the students to get the answers. Ss point out which paragraph they are referring to.

Reading for detail vocabulary (0-10 minutes) • To develop Ss' reading skills by improving their vocabulary knowledge

-Prepare a cup and put the words in Ex 4.c in it. -Divide the students in groups of three and they pick words from the cup. - The students underline them in the text, try to understand meaning and discuss it with their group members. "What does it mean?" Try eliciting the word as much as possible. -Students prepare questions with these words. -Write them on the board.

Post-reading discussion (0-10 minutes) • To develop Ss speaking skills and support fluency by focusing on their background knowledge and creating knowledge about a subject

- Since Ss have knowledge on Britain from the article, Ss now compare Turkey and Britain as an example to personalise the topic. - Later, ask students to compare two different countries in small groups of three or four. - Monitoring from behind. Don't walk among the students. Don't interfere and discourage them by correcting them with their every word. Listen and take notes. -WCFB: Nominate students to get some ideas. If you have time, write some of the students' grammatically incorrect sentences and underline the errors.

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