Elementary level


In this lesson, students read a text in the context of family. It will set the context for both of the grammar and speaking lessons following it. The lesson starts with the teacher drawing a family tree and Ss trying to complete it after copying it to their notebooks. Then the teacher pre-teach two words and one expression. Once this is done, Ss read the text for the first time for the gist. After that, Ss read for specif information and lastly they speak in groups about the topic (personalization).


Abc HO 1

Main Aims

  • To give Ss practice in reading for gist, specific information and detail in the context of adults living at home.

Subsidiary Aims

  • To give Ss practice in speaking using present simple and to review vocabulay related o family.


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

Teacher draws a family tree on the board writing his/her name on it. Then continues to write the names of four or five family members in a list next to it. After that, talks about his/her family members so Ss can figure out who’s who. Finally, T asks Ss to copy it on their notebooks and complete it. Ss can ask any Q they want to help them finish.

Pre-Reading 1 (VOCABULARY) (3-5 minutes) • To prepare students for the text and make it accessible

T shows Ss a photo of a castle and asks: what’s this? Elicit: castle. T says: the word beautiful is for women. What about men? Elicit: handsome. T acts as if he’s thinking about something and asks what am I doing? Elicit: thinking. T says in English you can say: in my opinion = I think

pre reading 2 (prediction) (4-6 minutes) • To prepare Ss for th text and make it accessible.

T asks some Ss: How old are you? Do you live with your parents? Why/why not? Ss ask and answer the Qs in the speaking exercise in pairs. T asks Ss: Who can you see in the picture? Elicit: a man. How old is he?

While-Reading (5-7 minutes) • To provide students with less challenging gist and specific information reading

T says there's a problem about this man and then asks Ss to read the article to find out. Teacher says: you have 2 minutes. when Ss have finished, they check their answers in pairs. After that, the teacher takes feedback.

While-Reading 2 (8-10 minutes) • To provide students with more challenging detailed reading tasks

T writes on the board: Andy has/doesn’t have a sister. Ss choose the answer: Andy has a sister. Note: they can add her name. Emily. T asks Ss to read again and underline correct answer in ex.2 when they have finished, they check in pairs. Finally, W/C feedback

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 sit in groups of four. Then T writes these three questions on the board and asks Ss to ask each other these Qs. T reminds Ss that it's important to write their partners names as they're going to report to the teacher afterward. Q: Why does Andy live at home? e.g. Andy lives at home because ….. Q: Do you know anyone like Andy? e.g. Yahya knows someone like Andy. His name's Mehmet. Q: Do you live at home? e.g. Nevim lives at home. FB at the end.

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