Fatima Sarhan Fatima Sarhan

reading activity - p42
Elementary level


In this lesson, students will learn reading for gist, details, and deducing meaning from context. The article in question is about daily routine (present simple tense, specific times "6 o'clock, 8:15 am... etc" are repeated all over) and it presents the idea of napping and its benefits in the daily busy life of an employee in New York. The lesson opens with a warmer to set up the theme of the lesson with a communicative activity. . This is followed by the below pre-reading steps: 1- activate existing (schematic) knowledge of the context. 2- facilitate easier processing of the text by introducing key lexis (PPT) Gist Reading: set a reading task that encourages processing of broad themes within the text Intensive reading: set a comprehension task that requires decoding of specific language in a text. (Qu 3&4, p.42) post-reading task: fluency-based activity linked to the context covered to allow for personal response to the text and practice of the new lexis presented throughout.


Abc Straightforward

Main Aims

  • To provide gist, detailed, scan, deduction and inference reading practice using a text about daily routines in the context of taking naps during the working day for a better performance and a healthier life-work balance.

Subsidiary Aims

  • To provide clarification, review and practice of feelings and emotions in the context of the daily routine of a busy New


Warmer/Lead-in (0-3 minutes) • To set lesson context and engage students

I will greet students and ask about their day so far (specially focusing on employees) to check their understanding of a daily routine and the correct tense to use. (also paying attention to stressing on "at" before telling the time for a smooth transition to the next section (covered by Azza). Then, they will see MetroNap's EnergyPod projected on the screen and have a minute to talk about it in pairs. This will be followed by volunteers providing their answers to the whole class.

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

1) activate schematic knowledge of the topic: PPT slides on emotions and feeling will be presented and students will say what each emoticon means in English, asking them to provide an example of two, if possible. (quiet, relaxing, relaxed, stressed) 2) Facilitate approaching the context by introducing key lexis ("nap" as well as the above adjectives): students will first see the PPT slide with the picture only, then the correct spelling will be shown in the following slide. After going over all the PPT slides, I'll review the words with them as I write them on the board, "vocabulary section".

While-Reading #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading

Task: Answer Q "What activity do you think people do at MetroNaps?". Answer should be 1-2 words ONLY. Instructions: I'm going to provide clear and concise instructions on the whole procedure along with adding the length of activity (3 minutes to read), then I will double-check their understanding by asking them what they're going to do. Action: Four copies of the text are going to be pinned on the walls. Students are asked to stand up and go to the nearest wall and scan the text quickly. Once time's up, they will be asked to return to their seats and share their answers. T-S: I will direct the question to the whole class.

While-Reading #2 (10-14 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

I will introduce the second task by giving clear instructions about what they'll do this time: They will have 6 minutes to read the questions (I'll demonstrate the first one with them) and text individually again, thoroughly this time, then answer Qu3, P.42. They'll be given 1 minute to write down their answers. This will be followed by peer check (2 min) to promote discussion and recognize discrepancies in answers and go back to the text if required. I will check their answers by choosing randomly then confirm the correct ones. Qu4: Ss will be divided into pairs and given colored slips of paper to arrange the correct order for a typical MetroNap. Set time is 3 minutes (I'll be walking around after the second minute).

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

Task: share your opinion about the EnergyPod idea and say if it is going to be a good idea in Algeria. Instructions: I will write the question on the board and explain that they will stand up and discuss it in a group of 4 using the following phrases as starters: I like/dislike the EnergyPod idea because ......... I believe it'll be a good/bad idea in Algeria because ............. (walk around and correct language when required. Announce the end of the activity, hand over to Azza).

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