abolfazl abolfazl

intermediate level


in this lesson students are going to work on a reading comprehension task and speaking. they will start with a speaking task about age limitation for some activities. Then they scan through a reading task which is about ageism to answer true/false questions. Then they will try to recreate an imaginary story of telling a hidden truth.


No materials added to this plan yet.

Main Aims

  • To provide scan reading practice using a text about ageism in the context of age limitation

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of age limitation


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

I am going to ask them a question about age gap in marriage. What is the ideal age gap for marriage? and why? Then they are going to discuss their reasons about some activities that might need age limitation in order to do them. Next, they will try to add some more activities on and share their reasons with whole class.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

I will draw their attention to the picture, and pre-teach some vocabulary such as ageism, turned sb into, early, mid and late thirties.

While-Reading#1 (7-9 minutes) • To provide students with a scanning question to find some details

students will be provided with a set of scanning questions. first they will be given five minutes to scan through the text to answer the questions then they will discuss their reasons in pairs. finally i will give them the right answer.

While-Reading (9-11 minutes) • To provide students with more to work on vocabulary in the text

I will give them a likely true story with some blanks. They will read the text and try to guess what they need to use the given words in order to fill in the blank. Then they will be provided with answer key. Next, to become sure that they understood their meanings, they do definition matching, and after that I will elicit the form of the words by writing them with their collocations. Finally, I am going to have them repeat the pronunciation and stress.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

They will have a freer practice by writing an imaginary conversation in pairs. Then, they will compare their answers with what happened in a listening. After listening, they will compare their ideas and talk about what they would do if they were in the writer's shoes.

Post-Reading (8-10 minutes) • a semi-controlled exercise to practice speaking for fluency along with the text.

They will stand up and mingle to ask set of questions from three people, and while they are having conversation I will try to write some common errors to write them on the board.

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