Mohamed Mohamed

TP 6_Version_2_Reading
Elementary level


In this lesson Ss will practice reading a text about 'Rice' and learn some vocabulary about rice within the context of 'Miracle diets'. The lesson will start with a lead-in that has different rice dishes and Ss talking about them. Next, T. will pre-teach the blockers found in the text, this will be followed by a gist reading activity and then a detailed-reading activity. If time allows Ss will work in pairs to discuss some questions about rice in relation to their personal lives.


Abc Exercise 2: Gist reading
Abc PPT presentation of different dishes
Abc Ex. 3: Reading for details
Abc PPT of some pictures of blocking words from the reading text
Abc Speaking practice in response to the text (Post-Reading)

Main Aims

  • To provide gist and detailed reading practice using a text about "Rice" in the context of 'Miracle diets?'

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of rice 'if time allows'
  • To provide clarification of words related to 'Rice' in the context of 'Miracle diets?'


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

Teacher: T. projects a picture of 'rice' and elicits the word 'rice' from Ss. T. then projects different diets that have rice and asks them: What is it called? In which country is this popular? In which countries do you think people eat a lot of rice? After that T. asks Ss to work in pairs to think about Turkish diets that has rice in them. Finally T. gets FB from Ss Students: Ss look at the slides and answer T.'s questions then discuss the last question in pairs and provide T. with FB.

Pre-Reading: Pre-teaching blockers (12-15 minutes) • To prepare students for the text and make it accessible to them by highlighting and clarifying the words that are essential to understanding the text

Teacher: T. introduces Ss to the most essential words in the text to help them understand it and in turn answer the different questions about it. These words include: cosmetics, population, wet land, dry lang, produce, toothpaste, pollution, produce, danger, combination. T. will use the PPT slides to clarify the meaning pronunciation and form of these words trough elicitation and CCQs. Problematic areas of MPF will be highlighted too. Students: will look at the pictures and answer T.'s elicitation questions and CCQs. They will also drill the correct pronunciation with the right stress.

While-Reading: Stage 1 (5-7 minutes) • To provide students with less challenging gist reading

Teacher: - Please sit in three groups. - Each group will read the text quickly and match the the headings a-d with the paragraphs 1-3. There is an extra heading. - the fastest group to match the headings correctly will be the winner. - Finally provides final FB Students: Ss read the text quickly in groups of three and match the the headings to the paragraphs.

While-Reading: Stage 2 (13-15 minutes) • To provide students with more challenging detailed reading

Teacher : - In your groups, please read the passage again and find the answers to the five questions in the HO (T. points to the questions). - Underline the answer and write the question number (T. points to the text). - Write the answers in the HO (T. points to the HO) The winning group will be the fastest one with most of the correct answers. T. asks ICQs Will you work alone? (No) Will you underline the answers? (Yes) Will you write the answers int the HO? (Yes) T. provides final FB. Students: Ss read the text in groups of three.

Post-Reading Stage (5-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher: T. will ask Ss read the text quickly again and choose two facts they did not know before about rice. T. Then asks Ss to pair up with anyone in class and both share the two facts they did not know before about rice. If there are any problems or questions, T deals with them w/c. Scripted instructions: Scripted instructions: Read the text again. Find two facts you did not know before about rice. Find anyone any class and share these facts with him/her. This provides Ss an opportunity to delve even deeper into the passage and at the same time makes them more confident to speak to their partners to share the facts with them. Students: Ss read the passage again quickly and share the facts with their partners by speaking with them.

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