Sandra Sandra

Reading in the context of homes
Elementary level


In this lesson, students will practice reading for specific information in the context of homes. Students will be introduced to the topic through some pictures, then will match sentences about the different rooms in a house and look at pictures. After that, students will move on to read the text and answer questions about specific information in the text. Students will also do an activity finding out which statements are true or false according to the text. At the end of the lesson, students will ask each other some yes/no questions about the information in the text, and we will finish with practicing personalized questions like 'what do you think?'.


Abc Answer key Ex. 1
Abc Word cards
Abc Answer key Ex. 3
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Abc Text for reading activity

Main Aims

  • To practice reading for specific information in the context of homes

Subsidiary Aims

  • To practice controlled speaking


Stage 1 (6-10 minutes) • To set lesson context and engage students, elicit and pre-teach some vocabulary on the topic of homes

- Display pictures of different types of homes around the world on the OHP. Ask some questions to engage SS and make them interested in the topic of the lesson. "What do you see in this picture?" "What else do you see?" "Is it an expensive house or a cheap one?" "Can you find a house like this in Tunisia?" - Ask SS to gather around a table. Put pieces of sentences (cut in half) on the table. Model matching one - maybe do it wrong and ask for help from a S? Have another S do the second one. ICQs: "Will you work in pairs or alone?" "Do you need to write or to read?" "How much time do you have?" Which group finishes first? Display the answer key on the OHP. - Pre-teach new vocabulary: a record, round, bubble, a rug, a fireplace, flats, curtains. - Show pictures of objects. Elicit words first, then teach the rest. Drill words (choral - individual - choral).

Stage 2 (10-12 minutes) • To prepare students for the text, read the text and scan it for detailed information

Hand out the text to SS. Draw attention to the pictures. "Now, let's look at the pictures. What rooms can you see?". Have SS name the different rooms they can see. Elicit words if needed. Ask SS to show you where a specific room is, e.g.: "Where is the kitchen? Show me". Ask SS again to come and gather around a table. Model scan reading the text. Then take the handout with the questions and model looking for specific information in a text, answer the first question. Ask a second SS to do another example. ICQs: "Are we going to work alone or in pairs?" "Are we going to read and write or to speak?" "How much time do we have?" Monitor. Take note of errors and particularly difficult questions. Have SS check their answers with their neighbor, then have them get up and look around the room for the answer keys. Ask a question or two for feedback: "Why is Cyril's house called 'a bubble house'?" "What does he collect?" Ask SS again to gather around a table. Put a sheet of questions and the text on the table for all to see. Model looking in the text for the answer to the first sentence. Ask if someone can help me do the second one. ICQs: "Are we going to work alone or in pairs?" "Are we going to read and write or to speak?" "How much time do we have?". Have SS work alone first, then check their answers with a neighbor. Then find the answer key in the corridor. Do feedback for the false ones. "Who can give me an example of a sentence that is false?" "Why is it false?" "Very good, who has another one?" "Why is it false?".

Stage 3 (10-12 minutes) • To provide students an opportunity for controlled speaking practice

Stick word cards in random order on the whiteboard. Demo: take one card (make sure all the SS see the word). Ask a question in the singular: "Is there a ______ (garden)?" Model looking in the text for an answer. Get SS to help and look in their texts for the answer. Give the second example in the plural: "Are there any ______ (bedrooms)?". Again, get SS to help look for the answer. Get a S ask another S another question (open pair). Have at least one question in the singular and one in the plural being asked in open pair. Correct wrong use of singular/plural if needed. Drill if necessary. ICQs: "Are we going to work alone or in pairs?" "Are we going to write or to speak?" "How much time do we have?" Monitor. Take note of errors. Demo asking: "What do you like about Cyril's home?" (Ask a strong SS). Have him/her ask someone else the same question (open pair). Then ask another SS: "What don't you like about Cyril's home?". Get that SS to ask the same question to another SS (open pair). Drill questions if needed (choral - individual - choral). Get SS to get up and find a new partner to ask these questions. Have them talk to three different people if there's enough time. ICQs: "Are we going to sit or to stand up and walk around?" "To how many people are we going to talk?" "How much time do we have?". Monitor.

Flexi Stage (5-8 minutes) • To provide students with an opportunity for freer speaking

Demo by talking about my perfect home: "My favorite home would be a small, white house with big windows. It would have a big garden with many trees. The kitchen would be big too. I would put nice curtains in front of the windows". (Be aware of that SS may not know the modal "would". Repeat it in present simple tense if needed. Ask SS to talk about their perfect home to each other in groups. ICQs: "Are we going to work alone or in groups?" "Are we going to speak or to write?" "How much time do we have?" Change groups.

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