Ozge Aydemir Ozge Aydemir

Özge Aydemir, Reading - Babur Ali
Elementary (A1) level


In this lesson, ss will work on reading skills mainly and I will improve the ss' speaking skills as a sub-skill aim. First, I will play a video as a lead-in to the lesson. Then, I wiii pre-teach the key vocabulary and ask CCQs. Next, I will do a prediction task by asking guessing questions about the pictures related to the text. After the ss discuss their guesses in their pairs, we will have a WCFB. After all these pre-reading tasks, we will move on to while reading tasks. First, I will ask the ss to read the text quickly and check if their answers were right or wrong which will be followed by a peer check and WCFB. At this stage I will regroup ss by job names and give a scanning task for reading for specific information. I will ask the ss to match numbers in the text with their meaning which will be followed by a group check and W/C F/B. Next, I will hand out a true/false task for reading for detail and ask them to cehck answers in pairs before an A/K F/B. In the post-reading stage, a follow-up task will be set for controlled practice. Ss will work in pairs and the AK will be handed out as feedback before the ss practice their dialogue and act it out.


Main Aims

  • By the end of the lesson, ss will have improved their receptive skill of reading using a variety of techniques like skimming, scanning and reading for details in the context of an Indian teacher.

Subsidiary Aims

  • Ss will have the opportunity to improve their speaking skill via controlled / freer practice.


Pre-Reading/Warmer/Lead-in (5-6 minutes) • To set lesson context, engage students and arouse interest.

The T sets the task by giving the instruction "Watch the video and tell your partner what you see about this place". The teacher asks the ICQ "Are we watching or talking first?" "What are we going to do second?" The T doesn't monitor at this stage. The ss watch the video, share what they see in pairs and then we have WCFB.

Pre-Reading/Pre-teaching vocabulary (8-10 minutes) • To reduce barriers to understanding the text and the tasks.

The teacher pre-teaches the key words "bamboo hut, village, cost, free, private school, head teacher, homework, housework" in this order by ECDW. The T uses the following CCQs, -Can you see apartment buildings or bamboo huts in a village? -Does it cost a lot or a little to buy a Ferrari?" -Is this course free or does it cost anything? (Show the realia) Is this drink free or do I buy it? -Is American College a private school or is it free? -Is cleaning your room homework or housework?

Pre-reading- Prediction Task (3-4 minutes) • To activate schemata and prepare ss for the text.

The T gives the instruction (Now, take your paper, fold it and just look at the picture and guess the answers to these questions, then check with your partner). The teacher uses the ICQ "Are we reading or looking at the pictures first?" The T demonstrates what to do (fold the paper) and hands out the text. Ss look at the pictures and share their guesses in pairs. The T monitors while the ss work in pairs. Then we have WCFB. The T doesn't give the answers yet.

While-Reading/Skimming (Reading for gist) (5-7 minutes) • To get a general idea of the text.

The T tells the ss to unfold their papers and read the text quickly to check if their guesses were right or wrong. The teacher sets a lime limit of 2 minutes to read. The T asks the ICQ, "Are you going to read slowly or fast?, Are you going to share your answers with your partner or your T first?" The T monitors while the ss are engaged to PW. Then there is WCFB.

While-Reading/scanning (Reading for specific information) (6-8 minutes) • To find specific information within the text.

The T regroups the ss as architects and accountants. The T gives the instruction "Now read the text again and match the numbers to their meaning". The ICQ is "Are we working alone or with our partner now?" Next the T tells the ss to move their chairs and make two groups of circles to check their answers. The T monitors as the ss work in groups. Then we will have W/C F/B.

While-Reading/Reading for detail (True/False) (5-7 minutes) • To gain a deeper, more comprehensive understanding of the text.

The T tells the ss move their chairs back to its prior position. The T tells the ss to read the text again and answer the True/False questions. The ICQ is "Can some of the sentences be wrong?" The T asks the ss to check answers in pairs when they seem ready and she monitors them. When they are done the T tells that the F/B AK is under their chairs.

Post-Reading/Follow-up (Speaking) (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned. To give ss a chance to practice speaking based on their understanding of the text.

At this stage, the T asks the ss to complete the questions in the hand out with their partner. The teacher asks "Are you going to work alone or with your partner?". Then, the T hands out the papers. The ss work in pairs. The T hands out the AK and she monitors. Next, the T tells that one of the pairs is a student at school somewhere in the world and tells them that the other will ask the questions and the student character will answer. Ss practice the dialogue. The T monitors. The T asks them to switch roles and practice again. The T monitors. Finally, the T asks the ss to act out their dialogue when she is sure they are confident enough.

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