Mahrave Samadi Rahim Mahrave Samadi Rahim

Upper-Intermediate level


In this lesson, students will develop their reading skills. The text is mainly about the description of the economical and social situations of different countries in the context of living abroad. They will also have a chance to practice the concepts that are used to make comparisons and talking about statistics.


Abc video clip, hand out,,question cards

Main Aims

  • To provide detailed reading practice using a text about the best and the worst countries to live in the context of moving abroad.

Subsidiary Aims

  • To provide students with speaking opportunity to express their opinion about being an expatriate .


Pre-reading / Lead-in (4-6 minutes) • To set lesson context and engage students

The lesson starts with the pre-teach of expatriates as one of the keywords. The picture of the family is shown and the following questions are asked: What are they doing? (leave their country) There is a word in English which is a synonym for emigrant? When you leave your country and move abroad? (expatriate ) Then following concept check questions are asked: Does an expatriate leave her own country? yes Does he want to live in another country? yes What is its part of speech? (noun) Then pronunciation is drilled. After the individual check, the form is written on the board and its part of speech and stress is elicited. -By playing a short video clip, and asking some questions about the clip, the topic of the lesson is going to be introduced, and students will be engaged in the lesson. -Watch this video and tell me: what is the best country to live in? (Iceland) Watch it again and tell me: What are the reasons? (It is the safest, one of the happiest, it has high annual income...) -After watching the video, students are put in a pair to talk about the following question. - If you want to move abroad, where would you like to move? why? They have two minutes to talk and as a class check, one or two students will express their ideas voluntarily.

Presenting vocabulary (5-8 minutes) • To facilitate understanding the passage by providing them with some blocking key-words.

-There is one key-word here to be pre-taught, and it is 'descending'. Elicitation by picture is the way to start teaching this word. -Visual is projected on the board, then concept check questions are asked. Does it show the direction? (yes) Is this direction going up or down? (down) Is it going from the highest to the lowest? (yes) -Then pronunciation is drilled. After the individual check, the form is written on the board and its part of speech and stress is elicited.

While-Reading (10-12 minutes) • To provide students with an opportunity to global understanding of the passage

-The picture of the map accompanying the text is projected on the board with the title as an introduction. Following questions are asked after that: look at the picture, what do you see? (a map with different colors). what is written under the map? (quality of life and employment opportunities for expatriates). -Now read the title quickly and tell me what is the text about? ( the best and worst countries to be an expatriate.) The ICQs are raised. -Once they are done, the pair check time is given to them. Finally, volunteers answer the question. -In the next step, students are asked to read the passage and choose one of the options A to D in order to fill the gaps. Having given the instruction, they are provided with the handout. Finally, when they are done, they are asked to check their answers with their partners, and then the answer key is projected on the board.

While-Reading (5-7 minutes) • provide students with detail understanding of the passage

-Students are asked to read the text again and mark the sentences true or false. They will have limited time and then they will have a new partner to check their answers with. Once they have finished, the answer key is provided under their seats.

Post-reading (5-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've , learned to talk about what matters most for them in moving abroad.

Students are put into three groups to discuss the two questions on the HO given to them. The music will be in the background while they are doing the discussion. Questions in the H/O follows as: What are some expectations you have about living in another country? What do you think is the most serious problem for you in your move to another country? Students are encouraged to give reasons and provide personal examples to support their answers. A time limit is set to give students more focus. This is followed by close monitoring to record students' common errors by the teacher so as to give feedback at the end of the lesson. - After students have finished their practice, the whole class check is done by calling on some students to reply to their peers' answers and discuss their reply further as a whole class. - the lesson ends with the teacher providing feedback on one or two common mistakes made by students. This is mainly done by elicitation.

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