Aliaa Ahmed Eissa Aliaa Ahmed Eissa

Find information from documents
Elementary level


In this lesson, Ss will practice speaking for accuracy and fluency in the context of finding information from documents. The lesson starts with a lead in about where and when we need using our personal information. This is followed by preparing the Ss through reading. Then eliciting the questions and drilling them on the board so that they can use them. Finally there will be a speaking task followed by the teacher's feedback.


Abc Empty bottle
Abc Cards
Abc © Cutting edge intermediate book
Abc Markers
Abc WB
Abc Photos

Main Aims

  • To provide fluency and accuracy speaking practice in a Conversation in the context of finding information from documents.

Subsidiary Aims

  • To provide clarification and practice of language used for asking for personal information in the same context.


GTKY 1 { Spin the bottle } (3-5 minutes) • To generate rapport among the Ss and to measure skills.

The teacher shows the Sts a photo of the activity then ask them to stand in a circle. The teacher puts the cards in front of the Sts written on them { family _ friends _ movie\ actor _ food _ song\singer _ hobby }. The teacher gives them the instructions { I will spin the bottle and when the bottle mouth points toward someone, you will tell us one fact about you according to the card in front of you }. Then the teacher demonstrates the first one for them.

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The teacher uses the printed application that they were given when they first came to this course to set the context of finding information in a document.The teacher asks them: why the administration gave you this application ? _ To know information about you What kind of information that we can know from this? _ Name\ age \ phone number \ job \ country \ married or single. Is it important at any work ? _ yes. Where do we also need to fill applications or to give our personal information ? _ To apply for the university\ at the doctor's etc, during answering the teacher uses some photos to help the Sts give their answers.

Preparation (5-8 minutes) • To give Ls time to prepare ideas on the topic through reading then marking true or false sentences.

The teacher asks the Sts if they know anything about the girl in page 14, they will answer they know nothing. the teacher shows them the girl's ID and ask them the same previous question { if now they know any information about her }. This is followed by asking them to read the ID of the girl then marking the following sentences with true or false.the teacher checks if the Ss understand what they are going to do. The teacher asks them to check their answers in paris. Finally, the teacher provides an oral feedback.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

The teacher elicits the useful language that the Sts will use for the upcoming speaking task. The teacher drills the pronunciation and writes the questions on the board so that they can use it later.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

The teacher divides the students into student A and student B then gives them the instructions as student A will ask student B about Chrissie and student B will ask student A about Jamie. After that the teacher checks their understanding of what they are going to do and then let the Sts do the task while monitoring and noting down any mistakes.Then the teacher gives them written feedback to check their answers.

Follow up activity (optional) (5-7 minutes) • To make the Sts able to find information from documents and note them down in correct sentences

The teacher asks the Sts to write down a paragraph about one of Hana, Chrissie or Jamie using the sentences in page 15 and follow them with sentences from their own mind

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

The teacher provides a feedback for the Sts through praising any good use of the useful language and correcting any mistakes.

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