Sebahat Gök Sebahat Gök

Beginner level


In this lesson, the students review the previous units on the present simple tense with basic question forms and narratives.First, they start with pre – vocabulary activity through pıctures and personalization. Then, they study on a jumbled reading text. Finally, they are going to study on a freer writing task for the production part.


Abc HOs
Abc pictures
Abc whiteboard

Main Aims

  • To provide detailed reading practice using a text about a dog's life in the context of basic information on one's life.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of a dog's life
  • To get the students product a very short narrative in the context of a dog's life


Lead in (2-3 minutes) • To engage the students to the lesson context

Show the picture of the dog and elicite the information that it's a police dogs and ask students if they like dogs and what types of dogs they are familiar with. Take WC.

Pre-vocabulary (8-10 minutes) • Get the students practice and review of the basic lexis in the context of dogs and jobs

Show the students the pictures of the lexis one by one in sentences. Drill the word and the sentence paying attention to the stress, pronunciation and linking word one by one. "This is Istanbul Ataturk Airport." "He works alone." "They work together." "He works alone but they work together." "He is an officer." "She rides alone." "They ride together." "They ride together in Istiklal Street." "This is an officer." "This is an officer and it's her dog." After drilling for a few times, show them the picture and ask them to build sentences. Stick the pictures on the board with their writings so that they can see them throughout the lesson . Take WC. Feedback and correct the errors if necessary.

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

Divide the class into two groups. Put their seats into circles. Tell the half is the group A, and the other half is B. Tell each group to find and read their task. Each students in the group read and answer the questions in pairs or groups of three, check their answers in the group together and discuss. Hang their answer sheet on the wall so they can check.

While Reading - 2 (6-8 minutes) • To get the students speak fluently through the information gap activity through the reading text.

Tell students to stand up, walk round and find someone who read a different text. Make sure everybody finds and sits with someone. Ask students to tell each other about their dogs. Ask CCQ when it is needed. Take WC and feedback.

Grammar Focus (5-6 minutes) • Get the students practice the question forms throught the context of the text.

The students make questions. Elicit the three of them with the WC as examples. Then, they are going to check their answers in pairs. Take WC.

Post-reading task (10-12 minutes) • To provide product writing practice of a narrative in the context of working dogs

Tell the Ss that they are going to write a very short story about a working dog in pairs. For stimulation, draw the picture of a dog on the board. Talk and write about his name, his job, his owner, where and with him he works. Clean the board. After they are finished with the activity,they are going to check their story with partners to discuss. Take some WC. Check the errors.

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