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Reading Lesson
Elementary level


In this lesson, students will develop their reading for the general idea and reading for the specific information skills with the help of a context focused on daily routine. This is followed by a freer practice where students talk about their daily routines by giving answers to some questions.


No materials added to this plan yet.

Main Aims

  • To provide gist and detailed reading practice using a text about actors' daily life in the context of daily routine.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of daily routine.


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

T asks: Do you like watching TV? What is your favourite TV show? Who is your favourite actor and actress? Do you think is it difficult to be an actor or actress? If it is difficult, why? Asks students to discuss these questions with their pairs. Gets the ideas. If there are some useful key words, writes them on the board.

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

T gives the first page of the worksheet and asks the students to have a look at the photos of Ece Uslu. T asks: Do you know her? What is her job? T asks students to work in groups and make a guess about the daily routines of actors/actress. Writes the activities on the board then gets the students' guesses. T says: Let's read a text about Ece Uslu and see if your guesses are right.

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

T gives the reading text. Asks students to read the text quickly on their own and underline the activities and hours. Students pair check their answers. T gets the answers by referring back to the students' guesses.

While-Reading #2 (13-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T asks students to look at the five sentences and read them quickly. After reading the sentences, students read the text individually for detailed information. They decide if the sentences are true or false. T wants students to correct the false sentences while reading. Students pair check their answers. T nominates the students one by one and gives feedback. While giving feedback, asks them to refer back to the text for their answers.

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

T puts students into pairs and have a look at the questions about their daily routines. Asks the students to think about these questions for a second. Then they ask them to their friends and answer them. T goes around the class, taking notes. After they finish, T asks the students to tell the class two things they have in common. T corrects errors if necessary.

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