Ayse Ayse

Teaching Practice 8
Elementary level


In this lesson, students practice reading for gist and detail in context of the secret of long life. They first brainstorm about the ways to live long, then they scan the texts for the gist activity. After detailed reading task, the lesoon finishes with a speaking activity.


Abc Reading text
Abc Gist activity
Abc Powerpoint
Abc jigsaw
Abc Comprehension questions
Abc Quiz

Main Aims

  • To provide gist and detailed reading practice using a text about the secrets of a long life.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of about how to live long.


Lead-in (2-4 minutes) • To set lesson context and engage students

Greet Ss. Ask them "What do you think about living long?" Elicit answers.

Pre-Reading (8-10 minutes) • To prepare students for the text and make it accessible

Show them the title "The Secrets of a Long Life". Ask them - Do you know what is a "secret"? Elicit the answer from the students. If they don't know the meaning, show them the picture and elicit the answer. Then show them the next picture and elicit answers for the other vocabulary items. Use CCQs when necessary.

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

After that, tell them they will read an article about the secrets of a long life. Give instructions. - Show them the texts on the wall. - In groups of three, you will do a quick reading. - Look at the questions and find the answers for them as soon as possible. - You don't need to understand everything. Just read quickly. - When I tell you, you will change the texts. Ask them if what they are doing. - Are you reading slow? (no - quick) _ Do you need to understand everything in the text? (no- just the answers for the questions) Then, ask them to get up. Put them in groups of three and assign each group a text. Then tell them they have one minute to read and answer before they change the text. After one minute, change groups and do this twice until everyone gets a chance to see each text. Then regroup the students. Put each student from a different group in one. Then, ask them to check their answers while they are still standing up. Then let them sit and show them the answers.

While-Reading #2 (15-18 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

After they sit down, give them the whole text with the jigsaw activity. Ask them to read more carefully this time and match the missing sentences with the correct paragraph. Remind them that they don't need a dictionary to do this. Give them 5 minutes for this activity. After that, ask them to check their answers with their pairs. Get a whole class feedback. Then, give them the comrehension questions. This time give them 8 minutes to read the text more carefully and answer the questions. When they finish, put them in groups of three and check their answers. Then nominate Ss to answer the questions and ask them how they reached that conclusion.

Post-Reading (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Tell Ss that they are now going to find out if they are going to live a short or long life by answering a questionnaire. Give students letters A and B. Tell them; - Work in pairs. - As you will interview you friends ask the questions to them and circle your partner's answers. Then calculate the results and tell your partner how many years s/he is going to live. - Then change roles and do the same. Get feedback from the class and with the whole class find out who is going to live longest.

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