Merve Bayar Merve Bayar

Super Kids
Elementary level


In this lesson, students will practice reading for gist and reading for details through two reading texts about super kids. The class divides into two groups and each group reads a different but similar text about one of the kids. Thus, this will not only result in reading practice, but also some freer speaking practice. Then they will be asked to answer 10 questions about these texts. It is followed by a speaking activity when students sit together to tell each other about the person they have read. After that, teacher asks the groups to find the similarities and differences of these two kids.


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Main Aims

  • To provide gist and detailed reading practice using a text about Super Kids in the context of Talent

Subsidiary Aims

  • To provide clarification and review of music and art in the context of talent


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

Teacher shows visuals of famous painters and musicians. Ask students if they can recognize who they are. Ask: Are they 'normal' people ? What can they do very well ? Are they special? Are they talented? Then show picture of the two kids and ask what they can see. Let students guess about their age and about their special talent. Ask if anyone can paint or play an instrument.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

Teacher divides the class into two groups. Group A reads about 'Little Miss Picasso' and Group B reads about 'The New Mozart'. Ask each group to read through their text as quickly as possible to get a general understanding of it and to check if their guesses about the children were correct.

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

Students are given the questions for details. ICQs. Teacher monitors and provides Feedback. Students compare their answers in groups. Teacher checks and gives Feedback. Then students sit in pairs of A and B and ask each other the same questions about the person they just read.

While-Reading #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Teacher gets students to continue discussing similarities and differences in pairs. Students write their answers on the board. Feedback on language is given.

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

Teacher writes one or two questions on the board (from ex 3) and asks students how to form the question when they ask someone directly. After eliciting and clarifying teacher assigns roles of the journalist and Alexandra or Lukas. Students prepare the interview using the questions in exercise 3. Teacher monitors and asks students to practise the interview in pairs and then act it out in class.

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