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Do a transport survey
Elementary A1 level


In this lesson, learners will focus on receptive skills of reading and sub skills of reading for gist, and for details in the context of Transportation Survey. For the lead-in part, the class will open with a question about the means of transportation the ss have used to come to the class. After that ss will be introduced to the vocabulary necessary for clear understanding of the blocking words in the text. There's going to be a self-made exercise for matching words with their definitions. Then ss will be handed the copies to work on exercise 1 and try to solve it. For the Gist part, the ss will work on exercise b, whereas exercise 2 is for specific information tasks. There's going to be another exercise for the detailed task, and then a follow up to wrap up the course.


Abc Handouts

Main Aims

  • To provide gist, scan and detailed reading practice using a text about Transport Survey

Subsidiary Aims

  • To provide new vocabulary in the context of transportation survey


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

Open the class by asking the ss about their day and what mean of transportation they have used to come to the center. Gather some answers. Ask the ss to work in pairs and discuss other possible means they could have used, and what is their favorite? Give them 2 min and then ask them to report back about their partner. This will help you know about their grammatical level and if they can use verbs in second person forms.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

- Chest the handout#2 and ask the students to work in pairs to match the words to their definitions. Give them 3 min to work and then ask them to compare their answers with the group before conducting a FB. ICQs: Are you going to work alone? No Do you have 5 min to work? No, 3min. -Chest the handout#1 and draw the ss to the picture and ask them where do they think these places are located.

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

- Chest the handout#1 and ask the ss to read the text and work on exercise A individually. Give them 5 min before asking for a FB. Play a background music to indicate the time and tell them that they should stop working when the music stops. ICQs: Are you going to work in pairs? No. Will you continue working after the music stops? No. - Ask them to compare their answers before asking for FB.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

-Chest the handout#1 and draw the ss attention to exercise B, then ask them to work in pairs to answer the questions. Give them 4 min to work on the exercise. Indicate time by picking a song from the internet as a background timer. ICQs: Are you going to work alone? No. Are you going to continue working after the music? No. -Conduct FB. -Handout the extra exercise on Handout#3 and ask the ss to change their positions so they can have a different partner. Give them 4 min before gathering answers.

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

- Chest the handout, draw the ss' attention to the question 3a, ask them to work individually on the question, and give them 7 min to work on it, then ask them to stand up and mingle around and ask each other those questions and compare answers. wrap up the class with some delayed error correction if necessary

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