Reyhan Torlak Reyhan Torlak

Reyhan Torlak 17/04/14 Sixty Years of Flight
Elementary level


In this lesson, students learn about the term "aviation" and study on the progress in aviation in the 20th century. There will be a receptive skill development by reading for gist and reading for details related to the text based on the progress in aviation. The lesson starts with a short discussion in which Ss are shown some pictures and expected to talk about them. Test teach test technique will be used for pre-teaching vocabulary. Receptive skill will be applied by a jigsaw reading followed by a free speaking task on the topic.


Abc board markers
Abc hand-out including text
Abc question papers
Abc question papers hand-out
Abc a hand-out for pre-teach
Abc the whiteboard
Abc answer key

Main Aims

  • To provide gist and detailed reading practice using a text about Sixty Years of Flight

Subsidiary Aims

  • To provide fluency speaking practice related to the topic


Stage 1 (Lead-in) (5-6 minutes) • to generate interest and introduce a context for the reading -to provide a general understanding for the text

-distribute a hand-out to each student which includes 4 questions on it about the pictures -give them 30 seconds to read and understand these questions before showing them some pictures -tell them to think about these questions while looking at the pictures -open PPP and get them look at the pictures -give enough time to talk about these questions with their partners -nominate Ss to read the questions and get feedback by discussing with the whole class -give prompt by asking related questions if they have difficulty

Stage 2 (pre-teach vocabulary) (6-7 minutes) • to reduce barriers to understanding the text

-give a hand-out to each student including 8 pictures on it and 8 words at the bottom -tell them to look at the pictures and try to match the pictures with the words individually -monitor to understand which words are difficult or new for them -let them check in pairs -open PPP, show the pictures one by one, elicit the words, drill them chorally and individually, ask some CCQs to make the meanings clear and elicit the part of speech for each word.

Stage 3 (prediction) (2-3 minutes) • to activate schemate and prepare Ss for the text

-after pre-teaching stage, show the photos of Louis Bleriot and Neil Armstrong and the list of words that they have just learned -ask for their prediction about the text and tick the words that they have predicted -get whole class feedback by asking their prediction randomly

Stage 4 (skimming) (3-4 minutes) • to get a general understanding of the text

-divide the class into 2 groups by giving them the name of Louis Bleriot and Neil Armstrong -tell them to come together with their group -distribute a hand-out to each student including reading text on it -each group has different but similar text -give a minute and let students read the text quickly, find and underline the words they have learned -check in pairs -get open class feedback -tick the words on the board

Stage 5 (Reading for detail) (5-6 minutes) • to provide a deeper, more comprehensive understanding of the text

-Ss work with the same group -they read the text about a pioneer of aviation and answer 7 questions about him -monitor and pick up comprehension issues for delayed feedback -give feedback -tell them to unfold the hand-out and check their answers -ask some ICQs to make sure that they have understood the task -Do we work alone or with our group? -Do we read the text? -Do we answer the questions?

Stage 6 (cross-grouping) (5-6 minutes) • to get information about the other text via speaking

-re-group the students, making sure there is a Louis Bleriot and Neil Armstrong in each group -demonstrate the activity -Ss continue talking about the answers to the questions and exchanging the information about their person -monitor and help -note down any common errors and give feedback on them at a later stage -bring the whole class together to conduct the feedback

Stage 7 (reading for detail) (6-7 minutes) • for students to gain a deeper, more comprehensive understanding of the text -to provide such an environment that Ss exchange their information

-in their original groups, ask Ss to look at task 5 -students do task together, and underline the answers in the text -tell them to open answer key to check their answers -each student finds a partner from other group and talk aobut their answers -they exchange information via speaking and assist eack other with tricky answers - teacher monitors and gives delayed feedback on comprehension issues -teacher asks some general questions about both tasks to check their understanding

Stage 8 (speaking task) (6 minutes) • to provide a speaking task on the topic

-teacher shows some questions and tells students to read and think about them for 2 minutes and get ready for the answers -get feedback by discussing with the whole class and asking students randomly about their answers -Do you like flying? / Is it a good idea to fly? / Do you want to go to a space? / Do you want to be the first man on the moon? / Do you want to be the first man for something?

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