Ahmed hesham Ahmed hesham

Reading -Speaking Lesson
elementary level


In this lesson, students will practice their Reading skills in the context of the story of Google company launching. Students will be provided with the texts to have gist and specific reading tasks, then a discussion will be initiated limited to target language to let the ss practice opinions and the T to review their knowing level. ss will be able by the end of the lesson to read topic related to internet in gist and detail reading with different partners, and to produce target language by using the discussion: interview task. Finally, there will be a feedback of the target language.


Abc gap-fill handout
Abc pictures
Abc reading hand-out
Abc reading hand-out

Main Aims

  • To provide gist and detailed reading practice using a text about internet:Google in the context of Google's creators: Sergey Brin and Larry Page,

Subsidiary Aims

  • To provide accuracy speaking practice in an interview in the context of the internet usage and it's applications


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

the ss guess the topic of todays lesson using visuals. the teacher state his personal favorite website (Facebook). and let the ss ask/tell in pairs their favorite website. then, Students work in pairs to discuss some questions about the google company. T says, “we all use google website everyday , so what benefits you the most out of it?" Put sts in pairs/ be in the central position Give instructions: Tell your partner about the most positive point from using google search engine and the internet. You have 2 min and Choose together the best point? ICQ: • Will you talk about the google website? (Y) • Will you choose the best ways to get benefit out of it? (yes) • How much time do you have? (2 min) Content feedback: T says “I heard some nice answers”. Ali, do you use google website every day? Menna, what do you think is the best befit of using google search engine? the teacher would elicit some forms ,from the responses, related to target language and write them on board

set the task (1-2 minutes) • To generate interest in the text, activate schemata, and help students prepare to read

The teacher tells the students that they’re going to read about google and internet today’s topic. T says ”who wants to read about google and how it started? ”.

preteach/Useful functional Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

the teacher elaborate the language analysis for the blocking words are in the text .The teacher teaches the problematic words by following the MPF of each word. Steps: T displays the picture attached in the analysis sheet to convey the meaning of the words. elicits the meaning the ask the attached CCQs. T models 3 times. T drills (chorally and individually

Reading task : Gist (8-9 minutes) • To orientate students to the overall content of the text and to give them practice in gist reading.

Sts match headings a-d to paragraphs 1-4 icq do you have to write anything ? no After they finish reading and choosing the correct answer, T asks them to check answers in pair T nominate someone from each pair to say the answer. T displays the answer key.

Reading for details • To give students practice at reading or listening for detail to gain more understanding of the text.

Students read to gain more understanding of the text and answer some detailed questions. T Ask students to read alone the text mark the sentences true or false. T Do the first one as a demo. T Check their instructions after they check in pairs.

Productive Task(s)Post-Reading activity (15-17 minutes) • To provide with an opportunity to respond to the text and expand on in a speaking task using target language

To exploit the text for speaking and writing to develop fluency. the Students interview each other using questions in ex 1a p 48. as a communicative outcome here the Ss has to find common answers and state them.and ss shall be grouped and rearranged as per their answers of favorite social media website

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

content feedback through monitoring

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