Yasser Backdounsi Yasser Backdounsi

Elemetary level


In this lesson Ss will focus on vocabulary building activities, receptive skill development through reading for gist and detailed comprehension related to actors' lifestyles. After the aim is completed Ss will work on productive skills through urging them to converse with each other about actors lifestyle and their daily routines.


Abc hand out

Main Aims

  • To provide gist and detailed in actors' lifestyle and daily routines.

Subsidiary Aims

  • To provide practice on daily routines vocabulary.


lead-in (3-5 minutes) • To set lesson context and engage students

Have the projector ready to project the first picture on PP which a picture of heart. 1- Greet Ss and have a warm discussion with them about their weekend. 2- To seize Ss attention and engagement at the very beginning of the lesson and raise curiosity tell them very strange secret about you " I'm in love with someone, but don't tell my wife because I will be in a serious trouble" point out to your neck. 3- Let them listen to the song " Friday I'm in love" and ask them if they can find out who my love is. 4- Elicit from Ss Why they think I'm in love with Friday. Because : I can go to bed late, I can get up late next morning, I can have a big breakfast next morning, no work so I don't have to get dressed and leave my house in a hurry, I can cook a very big meal for lunch and I don't need to eat at the restaurant. Saturday night I can leave my house and go for a walk with my friends have fun and have dinner together.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible through presenting the key word and phrases they are going to need in order to go through the main aim" Reading'.

1_ Have all the key words and phrases written on the WB. 2_ Draw their attention that we don't say ( go to home but go home) drill it. 3_ Show word stress and drill the right pronunciation. 4_ Show any tricky pronunciation ( breakfast, leave and live, work and walk, dinner). 5_ Draw sun and horizon to elicit the 4 times of the day ( morning, afternoon, evening and night) draw their attention that we don't say (in the night but at night) drill it. 6- Do matching activity. Hand out word cards for the daily routines and the times of the day ask the 4 times to come and stand in front of the class. Ask the rest of the class to came to their times. Have the pictures fixed on the WB and ask each student to fix his word under the right picture.

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

1- Get the Ss interested in the task by focusing them on the picture of a studio. 2- Ask Ss what they can see ( studio, cameras, and actors....etc) 3- Elicit "glamorous". Show pictures to help Ss comprehend the meaning of glamorous life. 4- Ask Ss to check in pairs what do they think an actor's life like, is it exciting and glamorous?why. Let them think in terms of times. 5- Take some general feedback, but don't confirm anything. 6- Get the Ss to scan read the text. Let them peer-check then take w/c FB.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1- Set up ex3 by asking the Ss to work individually and decide which sentences are T/F. 2- In pairs get them to check their answers. 3- Get the fast finishers to rewrite the false sentences on the WB so that they're true. 4- Hand out answer key for T/F. 5- Get w/c feedback on correcting the false sentences.

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

1- Get some general feedback on the reading, are they surprised about an actor's life, is it exciting, ...etc. 2- If time get the Ss to write their own daily routines on a piece of paper then ask them to mingle and find their partner

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