Matthew Haynes Matthew Haynes

Elementary level


The students will be reading about accommodations using vocabulary 'there is' or 'there isn't.'


Main Aims

  • To provide gist and detailed reading practice using a text about a house swap in the context of items in a house

Subsidiary Aims

  • To provide process writing practice of a description in the context of items in a house


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

Write "there is" and "there are" on the board. Look around the classroom and fill in the sentences. Write one thing that is true and one thing that is false. Have the students write three sentences about the classroom. 2 should be true and 1 should be false. Have either WC participation in reading out loud or halve the class and have them decide which are true and which are not.

Pre-Reading/Listening (5-10 minutes) • To prepare students for the text and make it accessible

Prediction Task: Post pictures and have students describe what they think they will be reading. Post pictures and have the students predict a house swap (change) is what the letter is about. This should be done in pairs. This is a difficult prediction and therefore it is sufficient for a prediction of a letter about a house or house swapping.

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

Have students read the letter for gist and answer the questions. Make sure to tell them the questions before they read the text. Possibly write the questions on the board and provide space on the back of the letter for the students to write their answers. Have the students check in pairs to see if they agree. WC FB

While-Reading/Listening #2 - Detail (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Show the students the next handout and tell them they are going to read the letter again. This time they will answer the questions on the handout. This activity will be done alone. Check in pairs. WC FB.

While Reading #3 - Detail (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

This activity can be done if time allows. Provide the students with the profiles (one profile page per pair) and post the advertisements on the board. Have them work in pairs. They can leave their seats and approach the board (this may be ideal as they will have been sitting for quite some time) in pairs to read and discuss which profile goes with which advertisement. Make sure to ask for justification for pairing choices. Give adequate time for this activity.

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

On the board write a brief description of your own home. Include such statements as 'there are two couches' etc.. in order to help maintain context from previous lessons. Then write a short description of your ideal home and make sure to include some contextual descriptions as well. Task the students to write a short description of their own home and of their ideal home. This is done individually. Have students pair off and read their descriptions to each other.

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