Reza Vasa Reza Vasa

TP 8
Beginner level


The main aim in this language skill lesson is reading. To achieve this aim some vocabulary items are pre-taught in the pre-reading phase. The target language vocabulary are recod shop, high, summit, put up, and tent. The lesson starts with a warmer and it is followed with a predicting task with three questions one of which will be done with the whole class. Thenext stages are the two while-reading activities to give the students the purpose for reading, reading for gist and reading for details. The two activities are then followed by a third while-reading activity of jumbled sentences. T has decided to expose the students to what they might need to do to understand the interconnection of the sentences. It is done after reading for gist and details because the activity might be a bit difficult for them and the other two reading activities can work as a scaffold to this one. The lesson is sewed up with a post-reading activity, namely, writing to a friend telling him or her what they are going to do for their friends' birthday.


Abc Three Warmer Questions
Abc HO 1
Abc Reading
Abc HO 2 Unscrambling sentences

Main Aims

  • To provide gist, inference and detailed reading practice using a text about going places in the context of A short visit

Subsidiary Aims

  • To provide process writing practice of a letter in the context of plans
  • To provide clarification of some vocabulary in the context of a short visit


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

1. T sets context after greeting: 2. T: I am happy now. You know why? 3. Ss: (probable response) Why? The course finishes. 4. T: It is my anniversary (recycled) tomorrow. 5. Ss: (probable response) Really? 6. T: You know what I am going to do? I am going to do something special, I am going to buy my wife something. What do you think I should buy? 7. Ss come up with ideas. 8. T posts some pictures of a record shop and a mountain to set the context and use the pictures for the next stage as well. 9. T: We are going to read something together but first in groups of three, think of these questions. 10. The questions are posed to help students develop the skill of predicting and providing some useful vocabulary before they start reading. They will also help them build their schemata: a. What do you buy for your friends' birthdays or your anniversaries? b. What are your plans for this weekend? (Plan is a cognate in Turkish, that's why T uses it here without pre-teaching it.) c. What do you think these people are going to do? The first question is done as an example with the whole class. 11. In groups, think of these questions. 12. Ss share their ideas. 13. WC feedback. A few sentences.

Pre-Teaching Vocabulary (8-10 minutes) • To prepare students for the text and make it accessible

Pre-teaching some of the words for the reading. T says there are some words they are going to practice together. record shop T uses a picture to clarify meaning of the word. Then asks: Where is Lisa? Is she at a supermarket? (no) What shop is it? (record shop) Do you buy a CD in a record shop? (Yes) What else can you buy there? (DVD, Video games, records) T: Repeat after me: Lisa is in a record shop. highest T: OK. Look at this. What is it? (a mountain) Can you tell me the name of a famous mountain? (Mount Everest) Do you know it? (Yes) Why do you know it? (eliciting, It is the highest mountain in the world.) If unsuccessful in eliciting the word "highest", teacher says, is it the shortest mountain? (no) It is? (eliciting "the tallest") Good. It is the tallest or the highest mountain in the world. Repeat. Everest is the highest mountain in the world. summit T points at the picture of a mountain or draws one and shows or circles the summit. What is this? (Ss may say top) If not, T: Is it the top? (yes) T: The top or the summit. T: He was at the summit of the mountain. tent T points at the picture of a tent and shows it. What is this? (Ss may say tent) If not, T: This is a tent. Do you sleep in a tent? (Yes) Do you build a tent? (no) You? You put up a tent. Repeat: we put up a tent.

While-Reading (Reading for gist) (2-3 minutes) • To provide students with less challenging gist and specific information reading task

1. T asks a simple question for the students so that they have a purpose for reading quickly through the text: T: Read and match them with the pictures. and answer this question. (points to the quetion "What are their plans?" at the bottom of the reading passages.) 2. HO 1 is distributed. 2. Sts read the passages in one minute and match them with the pictures and answer the question. 3. WC feedback.

While-Reading #2 (Reading for details) (7-8 minutes) • To provide students with more challenging detailed reading tasks and one inference question

1. T asks students to look at HO and answer the Questions. 2. Instructions are given: Now read the passage again and write true or false. For example. Lisa is in a supermarket. False. She is in a record shop. 3. Time is set (5 minutes). 3. Sts do the rest of the activity. 4. PW to check their answers and WC feedback,

While-reading #3 (Unscrambling reading) (5-6 minutes) • To increase learners' supra-sentential knowledge and cooperation

The paragraphs are cut out into sentences and scrambled and the students are asked to unscramble them. This form of jigsaw reading can help students detect interconnections outside a sentence and see how texts are made coherent. 1. Two groups are formed. To add fun and speed to the activity, T asks students to choose a name for their team to think of this as a game in which team members cooperate to win. 2. Instructions are provided. T: I will give you some sentences. You are going to put them in order. This is the same reading that you had. 3. HO 2 is distributed. Students start. 4. They are asked to have their reading passages and find out whether they did it correctly or not.

Post-Reading (writing) (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned by writing to a friend about their plans

The students are asked to put what they have learned into practice. 1. Instructions are given T: Now write an email to a friend. Tell him/her what you are going to buy for your best friend next week. 2. Time is set (5 minutes). 3. Sts are asked to read each other's emails and give each other feedback. (Peer feedback is introduced). 4. They are told to share their ideas together. 5. One or two will read out their emails to the whole class.

Web site designed by: Nikue