Aicha Bouchara Aicha Bouchara

TP 5a
A2 (Pre-Inter) level


In this lesson, Ss will read a survey text and practice reading for gist and for detailed information. However, they will first be exposed to some vocabulary words to facilitate the previous sub-skills. As a post reading task, Ss will practice fluency by personalizing the survey questions to their own cultural background. An extension is planned in case the lesson goes at a rapid pace more than it was expected. This extension will wrap up the reading activity through a fun game called "two truths and a lie".


Abc Reading for detail task
Abc Text and gist task
Abc Survey Picture
Abc Lead-in Checklist

Main Aims

  • To provide gist and detailed reading practice using a survey article about untrue weekends

Subsidiary Aims

  • To provide clarification of vocabulary in the text and to provide fluency through a speaking practice in a discussion in the context of weekends


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

- T asks "What do we call Saturday and Sunday in Turkey?" ('Weekend') - Ss are given a checklist about "What type of things do you do on the weekend?" 2 items are already given to Ss, they should add 3 more items. Ss work it out in pairs within 2 min. - Conduct a WC FB. Comment on the items by asking Ss "what do you think of the items, are they exciting or boring things to do on the weekend?"

Pre-Reading: Pre-Teach Vocabulary (5-8 minutes) • Exposure: To prepare students for the text and make it accessible

T elicits the lexis to be found in the text and checks understanding using different techniques. Then, moves to the pronunciation drill to finally include the form. Use the solutions in case the problems arise (Use language analysis for details): 1. Colleague: - Elicit M: Word Web: Center web: ITI + Other webs: put my name and other trainees’ names. “So, Aina is my______.” - CCQs: * Is Abdul my colleague? (yes) * Do we work together? (yes) * Is (pick a Student’s name) my colleague? (No) * Why isn’t he / she my colleague? (because you don’t work together) - P: /'kɒl.iːɡ/ (stress on first syllable) - F: [noun, countable] + spelling - Problems & Solutions: Meaning: Ss may think that the word means friend. Solution: Additional CCQs “Are we automatically friends?” (No) + “Can we be friends?” (maybe yes / maybe no) Pronunciation: Ss may put the stress on the second syllable. Solution: Drill pronunciation and show stress on WB. Form: Ss may spell the word wrongly. Solution: Elicit the spelling after drilling the pronunciation of the word. 2. Jealous - Elicit M: Situation: “Ahmet and Bariş are friends. They always like to watch Beşiktaş team play on TV. One day, Ahmet won a ticket to watch the team live. How do you think Bariş feels about it?” - CCQs: * Is Bariş sad because he doesn’t have the same thing as Ahmed? (yes) * Does Bariş wish to win a ticket too? (yes) - P: /'dʒel.əs/ The stress on first syllable. - F: [adj.] + spelling - Problems & Solutions: Meaning: Ss may think that the word means sad or disappointed. Solution: CCQs + another situation where you can be jealous when your friend gets a vacation and you have to work / study. Pronunciation: Ss may put the stress on the second syllable. Solution: Drill pronunciation twice then mark the stress on the first syllable. Pronunciation: Ss may pronounce the sound /dʒ/ as /ʒ/ Solution: Drill the sound by itself twice then the whole word twice. Form: Ss may spell the word like ‘jalous’ Solution: Elicit the spelling. 3. Invent something / Lie: - Elicit M: Unfinished sentence: When you don’t tell the truth, you… / Opposite: What’s the contrary of truth?” - CC: Example: Little willy broke a vase. So, he created a story saying that the dog did it. - CCQ: Did Willy say the truth? (No) - P: /ɪn'vent/ stress on 2nd syllable + /laɪ/ - F: [verb] + [noun, countable + verb] - Problems & Solutions: Meaning: Ss may think about the meaning of “create something that has never been made before.” Solution: Use the example of little Willy to check meaning. Or show that the meaning suggested by Ss is a scientific meaning like creating electricity. Meaning: Ss may not grasp the meaning. Solution: Use the Little Willy example and mark the opposite symbol on WB (truth ≠ lie) Pronunciation: Ss may put the stress on the first syllable. Solution: Drill pronunciation twice then mark the stress on the first syllable. Pronunciation: Ss may pronounce the vowel sound as /ei/ Solution: Single out the sound /ai/, drill it, and then drill the word twice. Form: Ss may use the verb without its object (i.e. invent + something) Solution: Ask “What did Little Willy invent? (a story) + underline the object. Form: Ss may think that the word can be only a noun or only a verb. Solution: Highlight that they can be both. 4. Survey - Elicit M: Picture: it shows the results of a survey illustrated in a bar chart, the question is on the top. I will say: * If I ask people this question, they will tell me their favorite website. * So, when I ask people this question, I collect their answers and put them in this way, what do we call this type of study / research? - CCQs: * Do we ask people questions? (yes) * Do we study their answers? (yes) * Are the results scientific? (yes) - P: /'sɜː.veɪ/ stress on first syllablle - F: [noun, countable] + spelling - Problems & Solutions: Meaning: Ss may confuse it with interview. Solution: Use of picture that shows the graphs and CCQs will reveal that it is a scientific study. Pronunciation: Ss may put the stress on the second syllable. Solution: Drill pronunciation twice then mark the stress on the first syllable. Form: Ss may not know which verb to use with the noun. Solution: Mention in the clarification stage that we do / conduct a survey.

While-Reading: Reading for gist (skimming) (3-5 minutes) • To get an overview of the text

Ss are introduced to the text through the title and asked to choose the general idea of the text. -Instruction: "We're going to read this text called "What did you really do at the weekend?" Read the text quickly and choose the general idea a, b, or c. You have 2 min and you work alone." - ICQ: "Are you going to choose the general idea of the text? (yes) - T distributes the HO. - Pair check + WC FB - CCQ: "If they don't tell the truth, then they ... " (lie / invent a story)

While-Reading: Reading for detailed comprehension (6-8 minutes) • To understand the text in depth

- Instruction: Chest HO "these 4 unfinished sentences are about the results of the survey. Read the text and match them to a, b, or c. Work alone. you have 3 min." - Pair check. - WB FB: Ss go to the board to write answers. - T's FB: "Do you agree? Do you have any different answers?

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

- "If the survey is done here in Turkey, would the results (point to previous exercise) be the same as in the UK?" - " In groups of 3 discuss the idea. You have 3 min" - ICQ: "what will you discuss?" (if the results are the same in Turkey) - T groups Ss in 3. T monitors and notes errors. - WC FB: Ask 1 S to report back to the class what they discussed as a group. T makes some comments by asking more questions to show interest in what they say. - Error correction (if applicable): T puts on the WB any errors in language and elicits the correct answer from Ss + drill.

Post-Reading: Free speaking for Fluency (8-10 minutes) • Extension to consolidate the theme of lying about weekends

- T models the game by writing 2 truths and a lie about her weekend. Then, asks Ss to guess the lie and share why they think so. 1.I went to Galata Tower. 2.I went on a boat trip. 3.I cleaned my room. - "Now you do the same. Write 2 things you did on the weekend and 1 thing you didn't do. work alone for now, you have 1 min" --> T monitors to help Ss with vocab if necessary only (don't correct here because the aim is fluency). - Feedback: * With a large class (more than 6): Put Ss in groups and they try to guess the lie in their partner's sentences. + WC FB: T asks a S in a group to report on the lies told. (this may generate some funny lies) * With a small group (less than 6): WC voting: each S read their sentences. The class votes for which is the lie "raise your hand if you think 1 is the lie" then the S reveals which is the lie. - T FB: T shows interest in the other truths if time allows + error correction if applicable.

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