Ali Buğraoğlu Ali Buğraoğlu

Sun and the City
Elementary level English File level


In this lesson, Students learn about giving suggestions through a guided discovery based on a reading text.The lesson session starts with talking about some pictures of monuments in London and things that one can do in London in different weather conditions. It starts with skimming for a gist task to find out the black outed titles of each's followed by a jigsaw reading to scan details for some information about the places in London.Finally, there is some controlled practice and free activity to talk about good places in students own city.


Abc find the answers to the "where can you...?
Abc Speaking part
Abc answer key
Abc Reading handout
Ytlyl153sogrzhpzyrcq pictures PPT

Main Aims

  • To provide gist and scan reading practice using a text about things to do in London in the context of travel

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of travel


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

Show the students a set of pictures of monumental places in Istanbul.Right after that show them icons of London and ask them questions if they know about the places. Give them 2 mins to talk about with partners the pictures they have seen on the board.

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

In this stage, I will unblock some of the key vocabularies to make things easier for SS and get them ready for the next stage of gist task. Form, meaning, and pronunciation drills.

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist and skim for general understanding and get an overview of the text

The teacher splits the class groups of 3 (ABC students in a group label them)and photocopy a suitable text and cut it into 3 hiding the headings of each passage. Seat students in threes and give a piece of the text to each student. They mustn't show their piece to the others in the group.Give the whole class 3 minutes to skim for the main idea for each piece of the text.The group has to work individually to match the correct heading for its passage.Then check with their own same As or Bs or Cs. then come back to your original group. Since no one has the whole of the text the group shares their overviews on each piece of text.Which group matches headings first that group wins in the end.

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed reading tasks to understand the text inn depth

To get students to scan for specific information the teacher can design a True/ False test.To conduct this task in a different and effective way is, might be, have Ss play Running and reading game.Divide the class into student A and student B pairs. Student A sits at one end of the classroom.Stick the text to be read on the wall at the other end of the room.(At least two texts are stuck to the wall at the opposite side of the pairs.)Give student A a list of T/F questions.Student A reads the first question to student B who has to run down the classroom to find the answer in the text and then run back to tell if the statement is True or False.Student A, who then tells B question 2 and so on.The first pair to finish T/F questions correctly wins.During the activity, I ask the students to swap roles halfway through so everyone gets a chance to scan.

Post-Reading (8-10 minutes) • To provide with an opportunity to develop oral accuracy by providing an opportunity to react the text and personalize the topic

Give SS whole-handout and set 5 min-time to have them find the answers to the "Where can you .....?" questions on SB page 40 ex2-a. Before W/C feed back SS should check with their pairs. As the last activity have SS talk to their pairs and ask some questions on the SB page 40 ex2-c and after that, I will ask them where is a good place to go in Istanbul; when it's cold/hot/raining; what to do in Istanbul as a tourist; etc. W/C FB.

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