Raina Tahincioglu Asmar Raina Tahincioglu Asmar

Beginners level


Abc Matching exercise
Abc WB
Abc Reading text
Abc Vocabulary Images and spelling of lexis
Abc Recorder
Abc Complete the sentences
Abc Memorable events images

Main Aims

  • To provide practise in reading for gist and detail in the context of ‘amazing' past experiences .

Subsidiary Aims

  • To allow sts to revise familiar adjectives and to introduce key vocabulary in preparation for the reading and speaking activities in the context of 'memorable days'.


Lead-in (pre-reading) (4-6 minutes) • To arouse the sts’ interest in the topic of the lesson (amazing days they and other people have experienced) thus setting the context. It will also prepare them for the following stages.

T will find out who in the class is a Fenerbahce supporter and who is a Galatasaray supporter by asking , 'Who likes Fenerbahce? ' and 'Who likes Galatasaray?' T will then write some previous results on the WB and find out who this was a good/bad day, amazing/terrible day for by asking yes/no questions. Then T will show a few pictures of memorable days and elicit from the sts what kind of days these are.Then in pairs, T will ask sts to discuss 'a happy day' from their past by asking 'What was your happy day?' As an ICQ, T will ask sts if they will write or talk ? T will also ask sts if they will talk about a happy day or a sad day? T will monitor sts, listening for any obvious mistakes during the speaking activity. As feedback T will ask a couple of selected sts about the happy days of their partners.

Adjectives - matching exercise ( pre-reading) (4-6 minutes) • To consolidate sts knowledge of these adjectives which will help prepare them for the reading activity

T will chest HO and explain to the sts that they have to match the pictures with the correct adjectives. T will do a demo with the first one. T will ask sts to check their answers in pairs once they have finished. As feedback, T will ask pairs for the correct answers.

Vocabulary ( Pre-reading) (5-6 minutes) • To prepare the sts for the reading tasks ahead by introducing key vocabulary

T will introduce vocabulary associated with the reading exercise by showing images and trying to elicit the lexis from the sts before sticking these images on WB. T will then drill the words before giving out pieces of paper to the sts with the spelling of the words to stick below the relevant pictures. T will then highlight the stress on the words and drill again both chorally and individually.

Reading for gist (while -reading) (4-7 minutes) • To provide sts practise in reading for gist at a fairly normal speed in the context of ‘amazing' past experiences .

T will chest the HO and tell sts that they are going to read about 3 peoples 'amazing days'. T also tell sts she is going to play a recording of what they say. They must read and listen at the same time. T writes the question ' What were their 'amazing days'? on the WB. As an ICQ, teacher asks students, ' Are 2 people talking? using a hand gesture. When the recording finishes, T asks the sts to work in pairs and discuss the 3 peoples 'amazing days'. T monitors and listens for any obvious errors in pronunciation , grammar etc. As feedback T asks pairs what they thought were the peoples 'amazing days'.

Reading for specific information ( while-reading) (5-6 minutes) • To provide sts practise in the reading sub-skill of scanning by reading for detail in context of 'amazing past experiences'

T will chest HO and tell students there are 6 sentences about the 3 texts. She will tell them that they need to choose the correct ending for the sentences by reading the texts again ( in a few minutes) and scanning for the specific information. T will do a demo with the first one by trying to elicit the answer from the sts. Once they have completed the exercise, T asks sts to check their answers in pairs. As feedback, T will ask each pair to read one sentence with the correct ending.

Speaking ( Post -reading) (8-10 minutes) • To provide sts the opportunity to practise the productive sub-skill of fluency in a semi-controlled setting in the context of ' memorable days'.

T shows students images of big events that some students may find memorable or were actually there. If necessary T will also write a few prompts on the WB such as ' I was at......' It was......' , I was with ...etc T asks the sts to talk in pairs and tell their partners of a memorable, amazing day they experienced. T gives her own example, 'the first 'Turkish Grand Prix' in 2005. Then T monitors sts during the speaking activity, making note of any errors. If there are early finishers, t asks them to change partners and tell their new partners about the memorable day of their old partner and as feedback sts will share these with the whole class.

Language feedback -error correction ( post- reading) (6-7 minutes) • Try to prevent fossilization of the incorrect language use, mainly with cognates introduced in this lesson

T will give sts feedback on any oral errors she heard them make during the productive stages of speaking. T will highlight any errors with form or pronunciation on the WB and then will get sts to do more drilling both chorally and individually.

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