Cenk Cenk

Reading for Elementary-December 9,2019
A2 level


In this lesson, students will practice jigsaw reading about three different artists. Students will engage in some questions in lead-in part and pictures of those people to motivate them. They will then learn some potential blocking vocabulary in pre-teaching stage and then each group will read their texts for the gist and detail. It is expected that this encourage them to engage with the text at a deep level. There will then be a productive writing exercise to encourage students to draw together their lerning from this lesson.


Abc Reading-Group A
Abc Reading-Group B
Abc Reading-Group C
Abc Information Chart
Abc Information Chart-Answer Key
Abc H/out1
Abc H/out2
Abc H/out3
Abc H/out4

Main Aims

  • The intended aim of this lesson is to practise reading for the gist and detail within the context of famous artists.

Subsidiary Aims

  • The intended sub aim of this lesson is to provide clarification for potential blocking lexis.


Lead-in (5-6 minutes) • To set lesson context and engage students for the theme of the lesson

The lesson starts with mind mapping. T writes "famous artists" on the board, draws a circle, and asks ss to tell the first four thing comes to the mind. Then T asks ss to discuss following questions in pairs. ICQ: "Will you discuss in groups?"(No, in pairs.) T hands out h/out3 (cut the questions before the lesson) they will then discuss the questions for a minute: "Who is your favourite film artist? Why?" "Who is your favourite Turkish artist? Why?" Get brief feedback. Finally, T says "I will show my favourite artists" and shows some pictures on OHP and introduces the people and asks to repeat the names. (Probably all of the learners will know about Baris Manco. Show his picture last in order to trigger ss more into lesson.)

Pre-Reading (5-6 minutes) • To prepare students for the text and make it accessible by removing potential blocking vocabulary

T asks ss to match the words with the pictures individually. ICQ: "Will you work alone?" (Yes) Then T hands out h/out4 and gives 2 minutes. Ss will then discuss their answers in groups. After they finish, they flip the page and see the answers. CCQ: "Is actress a man?"(No) "How do you say it if it is a man?"(Actor)

While-Reading #1 (5-6 minutes) • To provide the gist

T asks ss to create 3 groups(balance the groups by matching stronger ss with weaker). Each group is going to be given one text. T asks each group to read the text quickly and answer the questions by their own. ICQ: "Will you read with your group?" (No) T folds the sheets, gives each ss a number and hands out. ICQ: Demonstrate not to unfold the sheet. After they finish, ask them to do peer-check.

While-Reading #2 (7-8 minutes) • Reading for scan/specific information

Ask ss to unfold the sheet. They will then read the text again answer the following questions individually. ICQ: "Will you answer alone?"(Yes) After they finish, ask them to do peer-check. Then, get feedback; ask one of the stronger ss in each group to answer all of the questions. Meanwhile, other groups are listening.

Jigsaw Task (10-11 minutes) • To provide cooperation b/w groups and share each other's knowledge about the texts

Ask ss to match with other group members considering their numbers given before. T then asks ss to complete the chart by asking questions. In this stage of the lesson, tell ss not to show the texts to other and they should not read it either. ICQ's: "Will you read the text to your friend?"(No) "Will you show the text to your friend?"(No) "What will you do?"(Speak about the texts) T then hands out the chart and gives 6 or 7 minutes for ss to complete it. After they finish, ask ss to go back to master groups and peer-check their findings. Finally, T hands out the answers and ask ss to check their answers for a few minutes.

Controlled Task (6-7 minutes) • To enhance and check learners' understanding about the texts

Ask ss to answer the questions, true or false, and correct the false ones individually. ICQ: "Will you answer alone?"(Yes) T then hands out h/out1 and gives a few minutes. Ss will then peer-check their questions. After they finish, tell them to flip the page and see the answers.

Freer Task (8-9 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask ss to write four sentences individually about any artist they know without telling the name. ICQ: "Will you write a name?"(No) They will then work in pairs and try to predict who is the artist they write. (Provide error correction if there's time.)

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