ayoub ben chaalia ayoub ben chaalia

TP 2
Elementary level


In this lesson students are going to practice reading for gist and specific information with a text about different types of jobs. The lesson starts with a picture of a man and students will try to guess who is the man on the picture and what does he do. teacher continues with pre-teaching some vocabulary through pictures and CCQs. in the next stage students will do a matching activity where they have to match pictures with sentences in the context of different types of jobs. This will be followed by reading a text for gist and answering questions related to the text. As for post-reading task, students will have a controlled speaking practice related to the text and if possible to have the students answer the questions about their own lives.


Abc Data show
Abc Task 2
Abc sets for a matching task
Abc Task 3

Main Aims

  • Reading for gist and specific information in the context of different types of jobs

Subsidiary Aims

  • To practice controlled speaking


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

show a picture of the main character of the text, seamus, and elicit ideas from the class. ask the students where is the man on the picture from? what does he do? etc... raise interest in the topic without saying whether they are right or wrong.

Pre-teaching vocabulary (8-10 minutes) • introduce unknown vocabulary related to the text

students asked to guess the difficult words through out the pictures in a way to get the essential words needed for this activity. (CCQs would be a plan B for this activity).

Matching activity (1-2 minutes) • To provide students with less challenging gist and specific information

Provide the students with sets of pictures and sentences, make a demonstration of the first match, and ask them to match in groups each picture with the correspondant sentence.

Reading for gist (8-10 minutes) • Give the students a reason to read

ask the students to work in pairs on task 3. demonstrate how they are going to answer questions in task 3 by doing the first two with the class. Insist that they do not need to write long sentences for this task.

Feedback (3-5 minutes) • allow more practice through feedback

ask students to check their answers with each other. correct the exercise with the whole group.

Controlled speaking practice (8-10 minutes) • Turning the receptive skill into a productive one

ask students to practice questionning and answering as it is mentionned in exercise 4. tell them to work in pairs and have them answer those same questions about their own lives.

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