Ahmadreza Youneszadeh Ahmadreza Youneszadeh

TP 06
Elementary level


In this lesson students will read a magazine article about Will Cotton, a New York office worker, who describes how he copes with his busy life by going to MetroNaps.


Abc Handouts, projector, powerpoint slides, Straightforward coursebook, Audio

Main Aims

  • To provide gist and detailed reading practice using a text about MetroNaps in the context of times and routines

Subsidiary Aims

  • To provide practice of daily routines collocations in the context of times and routines


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

Give the HO1 with times: 8 am, 01 pm, 5 pm and 11 pm. I first project it on w/b doing/demonstrating it about myself then ask ss to write an activity they do for each time. By showing I say: Now, write an activity you do for each time. Tell your partner(gesture) w/c feedback Project the photo for a busy man and a busy woman. Elicit busy from ss say: Do you have a busy day? why tell your partner(showing the pairs/gesturing) w/c feedback Project photo of 3 office workers taking a nap at work. Ask: 1. where are they? elicit: (in/at the office or at work ) 2. Is it day or night? elicit: day 3. what are they doing? elicit(by gesture): sleeping 4. why are they sleeping in the day time? tell your partner. w/c feedback

Pre-Reading (5-8 minutes) • To prepare students for the text and make it accessible by prediction and pre-teaching key lexis needed to help students understand the text

Prediction: Give ss HO2 , the photo of MetroNaps with 3 choices. Ask: Work in pairs. Look at the photo. What do you think people do at MetroNaps. w/c feedback Say: We will read and know but let's check some words first. Give ss HO3 with 4 photos for adjs: busy, quiet, relaxed and stressed In pairs, match the photos and words. w/b feedback

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading tasks

Gist task: Give ss the reading text. Allow 1 min to read and check if they were correct with their prediction. Say. Referring ss to HO2You have one minute. Read the text and check your answer/guess. w/c feedback Specific information reading task: Give ss HO4 with 8 questions Say: Read again and answer these questions. Peer check w/c feedback: Ask ss to come to wb and under line the answers.

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

Put ss in new pairs. Hand out parts of the article on strips of cards for ss to order. Say put the cards in order. Tell them which strip is the first. (scaffolding) Ss work in pairs and put the strips of cards in order w/b feedback

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

If I have time I work on collocations with have, go, get. Give ss HO5. Say: Find these words in the reading text. Put them in the correct boxes. ICQ Give ss a guided discovery task for 1.Go home 2.Get up 3.Get home 4.Wake up Give ss speaking task Say: Put them in groups of 3 Do you have a nap during the day? Would you like a MetroNap? why? Tell your partner. w/c feedback

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