Cairo Tower is a free-standing concrete tower in Cairo, Egypt At 187m, Cairo Tower has been

the tallest structure in Egypt and North Africa for about 50 years. It was the tallest structure in
Africa for ten years until 1971, when it was surpassed by Hillbrow Tower in South Africa, Cairo
Tower was built in the reign of former Egyptian president Gamal Abdel Nasser. It cost 6 million
pounds at the time it was built in the late 60s.

The tower consists of 16th floors which were built on a huge Aswan granite base where the
Pharos used to build fascinating temples and structures, this tower is located at a place in Cairo
which is called El Gizera, it also was constructed by Naoum Shebib at 1961.

Cairo Tower was built out of concrete iron and it has the shape of the famous Lotus plant where
ancient Egyptians used to produce papyrus. The length of the tower is 187 meters which 43
meters higher than the great pyramid of Cheops. It is located in the middle of Cairo at the edge
of Zamalek Island, you will be amazed by trying the tower's telescope to watch the marvelous
sights of the Nile River, the amazing Giza Pyramids, the clear blue sky and the wide streets.

Part One :
When I selected this text, I thought about the authenticity of the text and how it could be
applicable to the students. The text will be engaging to the students due to the content This text is
particularly meaningful to the students since they are learning English, and they might have some
stressful moments when they practice the language. The material will be for B1 students of different
ages and mixed genders. It is worth to mention that the article length is appropriate to the students'
level, and they might read the type of this text in their real lives' reading. Moreover, due to they are
responded well to visuals, I add some visuals from Canva.com to be more appealing and easier to
follow, and to make the text overall relevant to their level.
The article is not challenging in terms of grammar, however it has some potentially difficult
vocabulary. Only a few lexical items need pre-teaching, since they aren't blocking. I designed tasks
which do not require knowing these words. If students happened to have any questions about any
words, I would try to elicit/ check the meaning from other students first, then present the meaning by
showing a picture or explaining, asking CCQs to check comprehension. I may also encourage students
to deduce meaning of unknown words from the surrounding context. I would include pre-teaching
some vocabulary in the pre-reading stage. I did my best to design such tasks, which would be
challenging, but yet manageable.

Part Two :
Lead-In
In order to engage the Ss in this stage of the lesson and set the context, I would show them some
pictures of some famous sights in Egypt and ask the following questions and let them answer them.

Questions would be
1. Do you know any informations about any of the sights?
2. Did you visit any of them before?

I will show these questions, one by one, on the screen or the board and let ss discuss their opinions in
pairs, then I will participate in an open discussion.

Part Three :
Preparation Task
For this I would choose the receptive skill of reading for specific information. Within this is the sub-

skill of scanning, which is used by efficient readers.Next, I will give the students an activity to practice

the skill of scanning. To do this I will divide them into pairs and then give each pair the provided text.

Each pair should quickly scan their pages and find answers to the list of questions below (See
Appendix 1). Since this is a scanning task, students will be instructed to spend not more
than two minutes to quickly scan the text. This activity will involve the students with finding individual
points from the text without reading carefully through every word of the text. It will help them to see
the overall shape and structure of the text.
Rational >>
It is important to have students reflect upon their performance (Hanson, 2008). Their reflection,
whether it is oral or written, should include the teacher, who can assess their progress and help them
set their goals for improvement. This type of reflective assessment and goal setting encourages
critical thinking. Providing opportunities for students to talk, write, or present in various ways their
personal speaking strengths and needs (e.g., learning logs, teacher/pee, conferences ).
Also to collect the needed vocabulary and structures, also the proper expressions to help them build a
topic they can produce speaking points out of it.I aimed at building and developing fluency and
confidence of the students in practicing the newly learnt material (Scrivener 2005: 149,435).

Part Four :
Useful Language
This is the stage where I can provide my ss with the proper training how to use useful language in the
upcoming speaking task and in their daily lives as well. So, I’ll give them a task to teach them
expressions for describing things & giving advices or tips, it’s a matching activity.( Appendix 2).
Ss will individually first, , then I would let them check their answers in pairs. Then, I would give
feedback.

Rational >>
Before we make students participate in a speaking activity, we tend to help them by providing useful
phrases or expressions. I believe that the Useful Language stage activates students’ schemata and
prepares them for the speaking task. As “before we ask students to take part in a spoken or written
activity, we may check their knowledge of key vocabulary and help them with phrases and questions
that will be useful for the task” (Harmer, J., 2015, Pg., 278) p

Part Five :
Speaking Task
For the speaking task, it would be about describing an educational trip you went on in your school
days and what was the cautions you’ve been told to do or not to do. I would hand them a handout
with the topic along with some questions to discuss with their peers one on one, in the same handout
there is some key words to help them generate ideas and to create situations.(Appendix 3). I ‘ll set
first the communication goal which will be the things in common they will have at the end of the
discussion, and then I’ll give them some time to prepare their ideas and answers and then share these
ideas with their peers. After the speaking time is over, we will have our feedback in a whole class
discussion, I’ll start with content feedback and then with the language feedback.
Rational >>
T has created an interest in the topic during lead in and activated schemata and a logical sequence
that scaffold S to the productive skills. S will be using productive skills (speaking) enable S to apply
their insight they gain from their receptive skills (Harmer, 2001: 251) as they have a chance to
rehearse language production in a safety , experimenting with difterent language genre that they may
use it in future outside classroom (Harmer, 2001) . It is aimed at building and developing fluency and
confidence of the students in practicing the newly learnt material (Scrivener 2005: 149,435). They will
also be using language at their disposal to achieve communicative purpose and serves as an evidence
for teacher and students to assess how well things are going (Harmer 2001: 249).
As stated by Harmer (2007:277) combining receptive with productive skills play a vital role in
stimulating the students' schemata. It is noticeable that in this task the students integrate their
productive skills; speaking and writing with their background knowledge from reading the text. The
students will communicate as well as write others' opinions on their notes. Therefore, expressing
students' opinion and writing their notes will assist them effectively in combining those skills to
obtain the language and practice them appropriately. To reach the maximum of students practicing,
changing the group during the activity is essential with this group. It will offer them an attractive
factor by moving around in the class and avoiding being in the comfort zone with their pairs. (Harmer,
2007).

Bibliography:
• Harmer, J. (2001). The practice of English language teaching. London/New York..
• Harmer, J. (2007). How to teach English.
• Scrivener, (2005). Learning Teaching. Macmillan.

Final Word count:

883 words

Appendix 1

 Read the text and answer the following questions:

1. Who constructed the CAIRO TOWER ?
2. How many floors does the CAIRO TOWER has ?
3. Where is the location of CAIRO TOWER ?
Appendix 2

 Match the following phrases with the right column:

Giving Instructions Description

1. Eat and drink in designated places.

2. It was the tallest structure.
3. Throw the rubbish only in the pin.
4. The tower consists of
5. Arrive in plenty of time to get on the bus.
6. The length of the tower is 187 meters.
7. It was built out of concrete iron.
8. Listen to the adults and follow instructions.
9. Stay with a group.
10. It has the shape of the

Appendix 3
Describe an educational trip you went on in your school days and what was the instructions you’ve
been told to do or not to do using the following questions

 Where was the trip?

 What you did and what you learned?
 What was the instructions you remember?