sahar sahar

Session 30
Intermediate level


To start over after a long absence


Main Aims

  • To provide gist, detailed and deduction reading practice using a text about Speed limiters in the context of Cars, technology, driving cuture

Subsidiary Aims

  • To provide inference reading practice using a text about Speed limiters in the context of Cars, technology, driving cuture


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T asks: do you like to drive very fast? What is the speed limit in your country? Is it the same in other countries? T then asks Ss to search the internet and find the speed limit in Germany, India, and Iran. They report their findings.

Exposure (3-4 minutes) • To provide an opportunity to read for gist

S reads the text in 1 min and shares his understanding

Teach (8-10 minutes) • To teach vocabulary and pronunciation

T supports S on unfamiliar phrases. T helps s to guess the meaning and present the "guessing method" and how to deal with unfamiliar vocabulary when reading. T teaches the blocking vocabulary through pictures and induction

Task (4-5 minutes) • To provide an opportunity to experience the phrases and vocabularies

S work on Stormboard and do two matching activities. T gives feedback when needed. S check his answer

Task (6-8 minutes) • To break down the text's main body into questions to work backwards and find main ideas of each paragraph

T and S write 5 questions each from the text and ask each other. The answers should be the same information using their own words

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

T gives extra presentation on pronunciation and forms. T asks S questions about the necessity of speed limiters. T reminds S to use the related vocabulary he's learned.

Language Practice (15-20 minutes) • To provide students with practice of the task language

Have S write a one-paragraph summary of the text. S can use simple sentences. Then T and S analyze the text together

Reflection/ Setting homework • To keep students engaged between the sessions. To check in on S and his feelings and confusion

T asks S if he liked the session and asks him to summarize what he's learned. S must do the online spelling and matching activities introduced on the website.

3 min pause (1-3 minutes) • To chack for possible confusion

T asks S to summarize the points so far. T asks some CCQs to check his understanding of the vocabularies

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