Abdelmajid Abdelmajid

Reading and speaking
Elementary level


In this lesson, Ss will review some cities and countries, and get exposed to others. They will practice reading for gist and for specific information and they will use adjectives like : awful/ fantastic and beautiful.


Abc New headway beginner.

Main Aims

  • For students to have practice in gist reading and reading for specific information.

Subsidiary Aims

  • To introduce and practice adjectives such as : fantastic, awful, and beautiful


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

T introduces himself. Review the preview lesson.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

T shows Ss the first picture on SB p16, and asks Ss where Claude and Holly are in the photo ? T asks the students about Claude and Holly's jobs, relationship, and what are they doing in New York?

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

T asks the Ss to read the text on p. 16 quickly and answer the question: where is Holly and Claude from ? T plays track 2.10. Ss listen and check their answers.

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

Ss read the text on page 16 and in pairs answer the questions in Exercise 2 p 16. T checks the answers with WC. T writes the following questions on the board and have students anwser them in pairs then check answer as a WC. -What..........name? Where........... from? -Where....... School? Where..............hospital? T provides the students with activity 4 p 16, asks them to complete the gap- fill alone students check in pairs T plays the listening 2.11 to check answers then check the meaning of the adjectives. T drills the pronounciation of : awful/fantastic/ beautiful/ good/ really good. T have students practice the conversations in pairs, correct errors, and provide feedback.

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

T provides the students with pictures and names f T asks the students to create dialogues about them.

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