Soheil Ataie Soheil Ataie

Best friend, Reading, vocab
beginner level


In this lesson students are supposed to move smoothly from a receptive skill into a productive result, the receptive skill is the main aim though. the context is set as "my best friend" and the related words are taught through this theme background. during the lesson lots of speaking will happen and the final activity is a writing based on how they have learnt to write.


Abc gap fill handout, the pictures

Main Aims

  • To provide gist, scan and detailed reading practice using a text about "my best friend" in the context of personal life, likes and dislikes and, ...

Subsidiary Aims

  • To provide product in the context of "my best friend"


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

I will show my self enthusiastic, then I will trigger their curiosity by showing Toni`s photo . this stage should be fun and engaging. I will attach other photos for "pre-teaching" the blocking vocab to complete the puzzle.

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

when they are well-engaged, I ask them to help me with the pictures(elicit) and write the elicited words on the right side of the board(they will stay there till the end). now in their pairs I want them to come with better guesses and finally, a candidate will answer who this person is. after pre-teaching the needed words and setting the context, we will move into the new phase.

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

I will give the incomplete text excerpts to them in 4 groups and I want them to find their matching pictures on the walls. once they find the matching picture they should answer these questions standing, "who are they?" where are they?" what is it?" in their groups they will discuss this and answer. Finally, I will ask a group to give the FB

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

As I said the texts will be incomplete and there will be blanks, I want them to fill in the texts with the words on the board, check in pairs and give me FB. for the feedback, I will ask them to answer in the alphabetic order of their names.

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

there will be three steps to expand what they have learnt, first I will give out the undone pieces of exercise 3 and ask them to underline the correct answer (underlining can be modeled) individually and compare answers in pairs. then I will ask for the feedback individually and the selected students will write their answers on the board which will be used as the "feeding" for the next practice(ref. Amanda Gamble, in exercise 4, I will put the people`s pictures on the board with numbers and blanks, they will listen to the track "standing" and try to match the pictures to the correct numbers. Finally, as a production there is a writing section. to keep the smooth transition into the new stage, I want to use the idea of Teacher`s book, page 141, I use the materials in my situation to say that who my best is, the whole procedure will be eliciting, then I will give them sheets of paper with incomplete texts, ask them to complete it in a timely manner. reading their pieces for each other, there will be a relevant music played to set the time and give the emotion.for the final feedback I will choose the most brilliant student and ask them to read out loud their writing. I correct them with their friends (the modelling) after that I will ask the students to do the same.

Web site designed by: Nikue