ipek ipek

A1 level


In this lesson, students learn about and practice scanning for specific information which is an essential reading skill based on a reading e-mail correspondances.


Abc Whiteboard
Abc Projector
Abc Coursebook

Main Aims

  • To provide scan reading practice using a text about e-mail correspondances in the context of making an arrangement for a visit

Subsidiary Aims

  • To provide writing practice of a an e-mail in the context of making an arrangement for a visit


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

T projects some questions about writing/receiving/sending e-mails and tells Ss to talk about them with their partners. Then the Ss share their (or their partners') ideas with the whole class. Questions: 1-Do you send emails to your friends and family? 2-Do you get emails from them? 3-What/Why do you write? After getting their ideas, tell Ss to open their coursebook (page 43) and look at the picture of Anastasia and Angelo who are friends. Then T shows the e-mails below to the students

Pre-Reading (4-5 minutes) • To prepare students for the text and make it accessible

T writes the following vocabulary on the WB and pre-teaches them: Arrive - T goes out of the class and then comes in and says 'hello I arrive in the class' Airport - T gives the examples of Esenboga Airport and Ataturk Airport. Ticket - T asks 'when you want to go to Istanbul from Ankara by bus, what will you buy?" T drills the vocabularies.

While-Reading #1 (10-12 minutes) • To provide students with specific information reading task

T tells Ss that she's going to ask some questions about two e-mails and ask them to find the answers without reading the whole text. ICQ: will you read the whole e-mail? Questions: 1-Who writes the first e-mail? (Anastasia) 2-What time does she arrive? (5.10 pm) 3-Who writes the second e-mail? (Angelo) 4-Where's Angelo's house? (Near the Bignay Hotel) 5-What's Angelo's phone number? (09 817 3329 6400) Then T asks if it is easy or difficult to find the answers and if they have read the whole text or not. After that the teacher explains that this is called scanning strategy and it helps to find specific information. T asks some CCQs: -For example for the second question did you look for a number or a name? (number) -For the first question did you look for a number or a name? (name) -Is scanning fast or slow? (fast) Following that, T asks students to chech if the sentences on part 7 are true or false in order to understand the context of the e-mails. For the fast finishers, T asks to correct the false sentences. Ss first compare their answers with their partners and the answers checked with the whole class.

While-Reading #2 (14-16 minutes) • To provide students controlled practice for scanning task

T divides the class into 4 groups with different colours. In every corner of the class there will be different colours. T tells Ss that they will play a game which is called running race. T tells them that there are e-mails on the walls and she has some questions. Each group has to run to their corner to find the answer and then they will show their answer to the T. If it's correct they'll get their next question. The first group to answer all the questions correctly will be the winner. T asks Ss to find their corner according to the coloured papers in their hands.

Post-Reading (9-11 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks Ss to write an e-mail within the context of arranging a visit to a friend. After they write their e-mail, they swap their papers with their partners and write a reply. While T goes around the class and checks their e-mails, she takes some notes about the mistakes. T writes them on the WB and ask Ss to check, find and correct the mistakes.

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