maymounah maymounah

Elementary level


In this lesson Ss are going to practice reading for general and detailed understanding and study some vocabulary collocations have, got, and get.


Abc a matching exercises HOs. Power point file with pictures. an article. an HO with questions. A put in

Main Aims

  • To provide practice in reading for gist and more detailed understanding

Subsidiary Aims

  • To introduce vocabulary collocations with have, go and get and practice speaking about daily routine.


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

Write on the board three sentences about yourself. Tell Ss that two of them are true but one is not. Ss guess which ones are true and which one is not. Tell Ss to do the same (write three sentences about themselves). Ss then work in pairs, take turns and tell each other their sentences. Ss have to guess which are true and which is not about their partners. monitor. Ask Ss if their guesses were correct or not. Nominate Ss to tell you about their partners.

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

Using the projector, focus the Ss on the picture on the board. Elicit what they can see. Tell them that the man is in something called " the EnergyPod" . Ask them what do people do in this EnergyPod? Motivate form more ideas. DO NOT correct anyone. Put Ss in pairs and tell them to think what do people do? Whole class feedback.

Reading for gist (3-5 minutes) • To provide students with less challenging gist and specific information reading task

Tell Ss to read the text about ' MetroNaps and check if their guesses where correct. Give them time to read quickly to get the general idea of the text. Ss then check the answer in pairs. Open class feedback.

Reading for details (8-10 minutes) • To provide students with more challenging detailed reading task

Hold up the paper and show the Ss the questions. Tell them to read the text again and answer the questions. When Ss finish, give each pair of Ss the answer key and tell them to compare answers. Elicit what does " a nap" mean. Check the answer of any question you think they had a problem answering it. Show the learners the cut up papers. Tell them to put them in the order as they occur in the text. Hang up the answer key on the walls in the classroom. Tell Ss to stand up and check their answers when they finish.

Post-Reading/Listening (10-15 minutes) • To provide Ss with an opportunity to respond to the text and learn some vocabulary collocations with have,get and gons

Tell Ss to tell you something they remember about Will (the person in the text). Elicit what time he gets up and\or what he goes to work. Hold up the paper, focus Ss on the words in the box. Ask Ss to find these words in the article, underline them and then match them ith the verbs in the circles. Demonstrate with the first one. Put Ss in pairs. ( different pair if possible). Give them the HOs. Monitor around. Write the circles and the words on the board. Ask Ss to to come to the board and match the words with the verbs. Elicit the meaning of the new vocabulary by giving the meaning and getting Ss to guess the word. Drill the new words chorally and individually. show Ss the handout and tell them to match the underlined phrases with the pictures. Put Ss in groups of three. Monitor and help. focus Ss on the picture on the board. highlight the difference between the two phrases in each sentence.(using the pictures) Use some CCQs to elicit the meaning.

Follow up speaking activity (3-5 minutes) • To round off the lesson and get personalized response to the topic.

Ask Ss to remind you about MetroNaps. Encourage Ss to give as much as they can remember from the article. Tell Ss to discuss the two questions on the board in groups ( Do you have a nap during the day? Would you like a MetroNap?). Monitor while groupwork. Open class feedback.

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