Alaa Emam Alaa Emam

Competitions, Reading
Elementary level


In this lesson, Students will practice reading sub-skills.They will start by doing a quick quiz as a warmer.Then, I will pre-teach new words related to the reading text. After that, Ss will have an opportunity to practice speaking.Next, they will practice reading sub-skills, skimming and scanning, through some controlled activities. By the end, Ss will have a chance to develop their oral fluency and reflect on what they have grasped from the text.


Abc Ex.3 b
Abc Ex.3 a
Abc Ex.2 c
Abc Ex.2 b
Abc Ex.2 a
Abc Ex.1 c
Abc Ex.1 b
Abc Ex.5.5
Abc Ex.1a

Main Aims

  • Ss practice gist and scan reading using a text about Bruce and Sally in the context of Winners and Losers

Subsidiary Aims

  • To develop fluency speaking practice in a conversation in the context of Bruce and Sally


Warmer/Lead-in (3-5 minutes) • To provide a meaningful communicative focus for further reading and speaking activities

* In Pairs, Ss discuss which of the adjectives in the box they know. * Ss match the adjectives with pictures. * T provides OC feedback paying attention pronunciation.

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

* In pairs, Ss categorize the adjectives. * T writes the words : crowded, dirty, rich and dangerous on the board then ask Ss to find words with opposite meaning. * T elicit answers from Ss. * T elicits new vocabulary paying attention to meaning and using CCQs to check understanding

While-Reading #1 (3-5 minutes) • To make the reading task meaningful to Ss and help them to know what to expect while reading for gist.

* T directs Ss' attention to the title and make sure they know the meaning of 'winners' and 'losers' * In a minute, Ss read the first paragraph only and predict what is the article about? * T elicits some answers from Ss

While-Reading/Listening #2 (11-13 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

* Ss take one minute to read the questions in Ex.3a. * T divide Ss into As and Bs. * Student A reads about Bruce and student B reads about Sally.Then answer the questions. * In pairs, A & B, students A asks about sally and student B asks about Bruce. * Each S reads his/her partner's text and checks his/her answers * T allows one minute for peer correction if Ss have any discrepancies in answers

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text personally and develop their oral fluency

* In pairs, Ss discuss the four questions in Ex.2b. * T asks Ss for any surprising they learned facts about their partners. * T provides OC feedback about content or language mistakes that Ss made while speaking

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