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Reading - People who changed the world
Elementary level


In this lesson, Ss are given practice in the skill of reading about Nelson Mandela. They are also introduced vocabulary through the reading text about Nelson Mandela. The lesson starts with questions about their birth dates. Here, the numbers and dates, which is the sub-aim of the lesson, are emphasized. Then, the ss are asked some ideas about about a picture of Nelson Mandela on the WB. This is followed by an activity, which is for reading for skimming, to fill in the gaps in the text with the dates and numbers given. After, the ss continue with another during activity , which is reading for sequencing, to put the events in Mandela's life in order. As a productive skill of the lesson, ss are asked to write down three sentences about XXX person whom they can related to the context use on their own and compared their sentences in groups of three.


Main Aims

  • To give Ss practice in the skill of reading for gist and speaking fluency in the context of life events

Subsidiary Aims

  • To introduce numbers and dates


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Stick some of the most important dates in Turkey on to the WB and ask Ss what they think about the numbers written. Then, put Ss into pairs to brainstorm each other about the number written on the board. Try to see how the Ss are with ordinal numbers. This lead-in part will guide post-reading part as well.

Pre-Reading (6-7 minutes) • To prepare students for the text and make it accessible

Focus Ss on the photo of Nelson Mandela. Elicit what Ss know about him. Use this information to pre-teach "prison" , "politics", "solitary confinement" and some other words from the text by eliciting from Ss. In case Ss might not come up with any ideas about Nelson Mandela, write down some clues about Mandela's life onto the WB to elicit sentences from Ss about what they think about the clues.

Reading for Gist (6-7 minutes) • To provide Ss with less challenging gist reading

Ss are introduced the text and given three minutes to read for gist on their own to get the main idea and talk about the title in pairs. Remind the Ss that they do not have to understand each unknown word they come across in the text. After they read, put them into pairs for them to tell each other about what they have understood through the text about Nelson Mandela. Get their ideas after they discuss each other in pairs. Ask them what they think about the title and choose only some of the Ss to get the opinions from.

Reading for Scanning (8-10 minutes) • To provide Ss with less challenging scanning reading

Ss will read the text again individually and they will be given the instructions beforehand. Tell the Ss that they will read for filling the gaps with the numbers and dates shown on the board. After they read and fill in the gaps on their own, put them into pairs to peer-check. For FB, you may use cut-ups and call one student for each answer to the board to stick in to the gap which will be projected.

Squencing (7-8 minutes) • To provide Ss with more challenging detailed reading

Tell Ss that they will see some sentences given on their handouts. For this activity, Ss will work on their own (ex.3 pg.48). The Ss are supposed to put the events given in ex.3 in Mandela's life in order according to what they can remember about the text. Then, put them into pairs to check their results. Monitor and make sure that Ss are on the right track. Give answers as WC for FB.

Post-Reading (8-9 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Put Ss in groups of 4 or 5 and tell them to think of a person who is famous to write 3-4 sentences about focusing on the numbers and dates they have reinforced during the lesson. After they finish, groups swap their papers to guess whom the sentences are about. Shortly, ask some of the groups to see what they have found out. If you cannot manage your timing well until this stage and you think this activity will take longer and they won't make it, as a second plan, you may put them into groups of three or four and give them same task but to talk about instead of having them write for the post-reading stage.

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