Receptive skills, reading
summit 2 level


In this lesson, students work on their reading skills and learn some ways to protect the environment. To begin with, the lesson starts with some questions which the teacher asks students after showing them some pictures to set the context in order to engage students' attention to the lesson. In addition, the students read the text and do the exercises. Finally, students have a discussion about ways to protect the environment.


Abc pictures

Main Aims

  • To provide gist and detailed reading practice and use a text about World's First "Green" Dealership in the context of the environment..

Subsidiary Aims

  • To provide some vocabularies which students will need to know, understand the text better and do the exercises.


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

-The teacher starts the class with asking questions and showing pictures. -The teacher writes two questions on the board: "What are the pictures about?" and "What is the negative and positive effect of each picture on the environment?" -The teacher divides students into groups and distributes some papers which include various photos due to engaging students to the topic of the lesson. -Students talk about the pictures in groups and share their ideas. -The teacher starts monitoring. -There is a whole class feedback.

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

-At first, the teacher teaches and elicits new vocabularies which it causes the students understand the text better and do the exercises. -Then the teacher concentrates on the title "world's first "Green" dealership" -The teacher starts to engage students to the text and asks a question which is in relation to the title. -The teacher asks them to look at the title owing to answering this question: "What do you think the adjective green means here?" -The teacher divides students into pairs to talk about this question, later they are supposed to express their ideas to the class. -There is a whole class feedback.

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

-For less challenging gist and specific information, the teacher sets some general questions about the text. -Then the teacher asks students to read the text and answer these questions individually: "Where was the first green dealership facility established? What is it called? In what areas is Green Zone working to help meet the goals?" -Then students have to compare the answers with the partner and then tell the class. -The teacher gives correct answers.

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

-For more challenging detailed, the students have to do the exercises C, D, E. -Exercise C: the teacher clarifies the exercise and does the first part of the exercise as an example. -then students have to do it individually then check the answers with the partner. -The teacher writes the correct answers on the board. -Exercise D: the teacher asks them to look at the chart and discuss about 4systems at Green Zone. -The teacher gives time to find the location in the text alone, later check their answer with the partner. -The teacher gives correct answers. -exercise E: the teacher asks students to do part E and writes the answers, then talk with the partner and share their ideas. -The teacher monitors while they are talking then correct their errors.

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

-The students have to discuss ways to protect the environment. -Step 1: students have to complete the self-test individually then see the partner's answer. -Then talk together about Who is more environmentally conscious? and How important is it to you to be environmentally conscious? -The teacher monitors closely and writes down the mistakes she hears for a delayed feedback. -Step 2: the teacher divides students into groups. -Students read the opinions and the teacher asks which comment do you agree with more? -The teacher gives time to think about it individually then talk about it in groups. -The teacher monitors. -Finally, the teacher writes down some of the mistakes she had heard on the board and asks students to correct them.

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