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TP3 - Reading (My Perfect Weekend)
Elementary, A1 level


In this lesson SS will practice skimming for the gist by reading just the introduction part quickly, scanning for specific details via T/F activity and reading for details by JigSaw activity for applying the essentials of receptive skill which is reading. To achieve the sub aim of the lesson, post-reading practice will be a productive skill which is speaking. In order to manage it, SS will talk about their weekend activities using the target structure (like+Ving) and related vocabulary(that they have seen in the previous lesson and recycled in the first exercise of this lesson) in a real life context via guess who game.


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Main Aims

  • To provide gist, scan and detailed reading practice using a text about the perfect weekend in the context of free time activities

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a guess who game in the context of the perfect weekend of their own


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

T reflects her ppt on the board, -recycles free time activity phrases by using her own life as a cartoon -mixes the lead-in with matching activity (ex.1) -T models the first slide as "I love watching French movies at the weekend." -T elicits the other pictures from SS by giving prompts "and I like ..." "I also love ..." -Expecting SS to use love/like + verb(ing) as she modeled one -When SS are finished, -T divides SS into two groups with coloured papers -T reflects exercise 1 on the board and asks SS to "match their words with the verbs on the board" -The first group to finish will be the winner -T praises, appluses the SS

Pre-Reading - Pre-Teach Vocab. (8-10 minutes) • To prepare students for the text and make it accessible

To pre-teach vocabulary that the SS will see in the text; -T reflects some pictures on the board: *Emine Beder - "cookery writer" T says and asks: "I think, all of you knows Emine Beder, what is her job?" SS: "She is a cook/chef" T says and asks: "Yes, you are right. One more thing, she also ...-T gestures to show writing-..." SS: "writer?" T says and asks: Yes, and what do we call to people who write cooking books?" SS don't know this word - T will draw lines indicating hangman. SS will say the letters - see "cookery writer" on the board. Teacher asks: "Does a cookery writer write English books?" : 'NO' / "Does a cookery writer write about cakes and meals?" : 'YES'. -T drills the pronunciation of the word phrase and asks SS where the stress is, T tries to elicit stress by modeling a right and a wrong pronunciation and shows on which syllable it is(the first) and asks "is it a verb or noun?" SS: "noun" *next slide = flat: T shows the picture of an apartment and asks "what is it?" SS: "apartment/building" T shows a flat with lights on and asks "well, do you know what this is in an apartment?" SS: "house" -T "Yes, but there is another name for it" draws hangman lines, get letters from SS and SS will see "flat" on the board. -T asks: "Can you stay in a flat?" / "Is it somebody's home?" :YES T drills, SS repeat, T asks SS where the stress is, T puts the stress square on the first syllable and asks "is it a verb or noun?" SS: 'noun' *next slide = countryside: T shows pictures of a town and a countryside and asks SS if they know what they are, SS probably don't know the word 'countryside' and might say 'city' for town, T elicits via hangman, and asks: "Can you see green areas in a countryside?" YES Is a countryside relaxing place? : YES Is there so much noise in a town? :YES T drills, SS repeat and T asks SS where the stress is, T puts the stress square on the first syllable and asks "is it a verb or noun?" SS: 'noun' *next slide = takeaway: T shows pictures of takeaway foods, asks SS if they know what is the meaning of "take and go food". SS probably don't know this word T elicits via hangman, and asks "Do you eat takeaway foods in your house or in the restaurant?" : HOUSE T drills, SS repeat and T asks SS where the stress is, T puts the stress square on the first syllable and asks "is it a verb,noun or an adjective?" SS: 'adjective' *next slide = barefoot: T shows the pictures of barefoot, says and asks "there's nothing on the feet, what is this word? SS probably don't know this word, T elicits via hangman and asks "Do you wear shoes when you are walking barefoot? :NO. T drills, SS repeat and T asks SS where the stress is, T puts the stress square on the first syllable and asks "is it a verb, a noun, an adjective or an adverb?" SS: 'adverb'

While-Reading #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading task

T reflects the introduction part of the articles of both Jame and Shilpa, shows HOs to SS and asks them to read it quickly (1 min.), T gives HOs to SS, SS skim the information and T will ask SS to talk with their friend 'what do they think the reading is going to be about', After a minute T asks w/c and get "weekend" as the answer. Once SS find the gist of the text, T divides SS into two groups, Shows each group their own reading (Jamie/Shilpa) T asks them to read their text and answer T/F questions. "There are true and false sentences about Jamie and Shilpa, please find the true sentences." T asks ICQs "Are you writing?" : YES "Is every sentence true?" : NO T gives HOs, SS find the true sentences SS peer check T monitors closely T gives group FB.

While-Reading #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading task

SS sit as two circles, One group read about Jamie Cullum, the other about Shilpa Shetty, T shows each group their HOs by saying "You are group Jamie and you are group Shilpa, please answer the questions with your group members" T asks ICQs: *(to Shilpa's group) "Are you reading about Jamie?" : NO "Are you answering the questions about Shilpa?" : YES *(to Jamie's group) "Are you reading about Shilpa?" : NO "Are you answering questions about Jamie?" : YES T sets the time to 4 minutes, T gives HOs. When SS are on task, T monitors closely When SS finish the exercise, T asks SS to unbreak their circle and sit as a line T cross pairs the SS with one from each group, T tells SS to ask and answer questions about Jamie and Shilpa to find what is the same/similar about them. T demonstrates the activity with a strong SS and sets the time to 5 mins. T monitors closely. Peers work together and check their answers with another pair, T monitors and gives w/c feedback.

Post-Reading (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Freer Practice: T asks SS to write what they like doing at the weekend: give question on the board: "what do you like doing at the weekend?" T models a sentence and writes it on the board, T asks SS to write 2 sentences of their own and not to show anyone. T asks ICQs: "Are you writing 3 sentences?" : NO "Are you writing about your teacher or yourself?" : Ourselves "Are you going to show your friends?" : NO SS write 2 sentences, T monitors during they are writing SS fold their papers in small pieces Put them into a pencilcase T shuffles the papers T demonstrates the game by picking a card, reads the sentence out loud and guesses "It's Büşra..." , tries until she finds it. T asks a strong S to start and the game continues.

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