Kestutis Kestutis

YL TP1 extra reading alphabet)
YLs are in their 3rd-4th year of learing E level


In this lesson, YLs will improve their receptive skill development by reading a text about various alphabets first for gist and then for more detail. they will be exposed to new lexis as well.


Abc Turkish, English (UK) flags
Abc Exercise 1, 2.
Abc Cut Outs

Main Aims

  • To provide gist and detailed reading practice using a text about Alphabet in the context of different languages used around the world

Subsidiary Aims

  • To provide clarification and practice of vowels and consonants in the context of Turkish-English languages and YLs' names


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

T asks Ss whether they can remember his name, writes it down on a WB T: "do you think it's a long or a short name, can you count all the letters?" T asks one of the Ss' name, writes it down on the WB (the name should include at least one Turkish letter) and asks WC to spell it out. T sticks Turkish and English (UK) flags. T invites Ss to compare two alphabets- "are there letters that are not the same?" T invites Ss to the WB, Ss write different letters under two flags.

Pre-Reading/Listening (8-12 minutes) • To prepare students for the text and make it accessible

T:" how many letters are there in your (Turkish) alphabet/language"? "what about English language, is it the same? How many letters are there?" What about other countries? How many letters are there in Chinese language?- Let's find out!" Before reading a text, Ss are exposed to a new lexis by using CO (GW, 4 groups of 4-5) Ss have to stick it on the board/wall (wall rush) WC make some drills if necessary (vowel, consonant, symbol)

While-Reading/Listening #1 (8-12 minutes) • To provide students with less challenging gist

T shows half folded HO to Ss, reminds them that they are going to find out about other countries' alphabets. T pays Ss' attention to the different letters around the text. Ss work in groups, read the text quickly and match the letters from different alphabets. T reads the text together with a WC, Ss check whether they were correct or not.

While-Reading/Listening #2 (5-8 minutes) • To provide students with more challenging detailed reading

T unfolds the HO. Ss work in the same groups. "are these sentences true or false?" "look at the example no 1, why is it false? Read the text again and find the answers!" Groups check the answers with each other

Post-Reading (if there is enough time, extra activity) (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T goes back to his name on the WB and asks Ss how many letter, vowels and consonants can they see. T : "now, lets find out who's name is the longest/shortest in the classroom? How many letters, vowels and consonants are there?" T distributes blank papers, does the demo with on or two SS after 3-4 min WC feedback

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