yahya yahya

Yahya Elsayed 21st August 2017 . TP 6 unit 10.2
Beginners level


In this lesson students will practice reading for gist and scanning in the context of a reading text about the life story of Erich Lejeunein. Also, they will learn and practice life story vocabulary through visuals to activate prior knowledge.


Abc matching handout
Abc spider gram handout
Abc scanning task handout
Abc gist task handout
Abc visuals

Main Aims

  • To provide scan reading practice using a text about the life story of Erich Lejeunein in the context of life story.

Subsidiary Aims

  • To provide clarification, review and practice of life story words in the context of the life story of Erich Lejeunein.


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

In order to engage Ss in this stage of the lesson and set the context, the teacher will use pictures and discussion as an effective way to stimulate brainstorming. T divide Ss into small groups and gives them a question related to the topic: How can you become a millionaire. Each word of the question is written on a slip of paper. T mixes up the words and hands one set of them to each group. In their group, Ss will work together to put the question in the correct order, and then discuss their opinions on it T monitors the groups closely, listen to their ideas and help them with the difficult vocabulary. When they finish discussing the question in their groups, a class feedback would be done and each group will state their opinions and the reasons for them.

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

Before handing the text, T will only pre-teach the key lexis - such as grew up, poor, cleaner, salesman, flat- to make sure there are no blocking words that may make the students unable to get an overall understanding of the text. T will use a matching exercise and (CCQs) to check the meaning.

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

T will ask students to skim the text, giving them a short time limit of 4 minutes to put the reading text in order. The purpose of giving this activity is to ensure that the students will only skim the text and do not read it intensively for details. T gives (ICQs) T divides the class into four small groups. T asks Ss to read the text and scan it quickly to find specific information T gives students a set of statements and they will have to indicate whether they are true or false. Students will answer the questions individually. Then, T gets Ss to peer-check within their group and he monitors to check they have the right answers.

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

T will provide students with the chance to personalize the language they acquired by asking: them teacher asks students "which one will help you to be a rich man/woman; luck or working hard? Why? They will write a paragraph of 3 sentences to support their own point of views. Each Student will talk about his own experience to his partner and then they swift partners to complete discussion. Then they will discuss their opinions in their group. T gets some feedback from the class.

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