Frank Ameca Frank Ameca

TP 7 Reading lesson
Elementary level


In this lesson students will have practice on reading skill. They'll read about daily routines.


Abc Google Slides
Abc Google Jamboard
Abc Google Forms
Abc Book

Main Aims

  • To provide gist and detailed reading practice using a text about daily routines in the context of a typical day

Subsidiary Aims

  • To provide practice of daily routine activities in the context of a typical day
  • To provide fluency speaking practice in a conversation in the context of daily routines


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- T greets ss - T will show a set of pictures and tell ss that it's his daily routine. - T will elicit some activities. - T will tel his daily routine. - T tell ss to have a chat with a partner and tell each other some activities they do a typical day. Instructions: Tell your parter about your daily routine for a minute - T send ss to a Breakout room OCFB T ask ss about their activities

Pre-Reading/Listening (5-8 minutes) • To prepare students for the text and make it accessible

- T will give ss a link to a GForm - T tells ss to answer the Form OCFB T check answers with studens CCQ Is a café a place to buy food? Yes Can you play a record and listen to music? Yes Can children go to a club? No When you're tired, can you work more? No P - T will say the words for ss to check sounds - SS will reapeat the words individually - T will ask ss to tel where stress is F - T will show a slide+ - Ask ss to separate the words into 2 categories. OCFB Check answers with students. - T ask ss if the words have a plural form OCFB Check ss answers

While-Reading/Listening #1 (4-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- T will tell ss they have 1 min to read a reading - T will give ss a link to answer some questions related to the reading. - Ask ss to compare answers Instruction: Click on the link, answer the questions. ICQ : Are you sending the answers? No - Have ss compare their answers OCFB Check answers with ss

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- T explain the activties by modeling - T gives ss 4 min to do this. - SS compares ss with students Instructions: Read and answer the activity individually. You have 4 min. ICQ: Are you doing the activity together? No. Are comparing asnwers at the end? Yes - T gives ss a link to Fform - Send ss to breakout rooms to work in couples. OCFB T checks answers with ss Extra T give ss a link to work in a matching activity SS have to match halves to create sentences related to the reading. - T models the activity Intructions: Match one red and one black to form a sentence ICQ Do they have to be the same color? No OCFB Check answers with ss

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Tells ss to have a conversation about their daily routine. - Tell ss to ask for time - Send ss to breakout rooms. - T monitors the activity - Close BR after 4 min OCFB Ask ss for their routines. Send ss again with a different partner OCFB Ask differents ss about their partner's routine Extra. Ask ss to write a paragraph about his partner's routine. OCFB Have ss read the paragraph

DEC (4-5 minutes) • To provide feedback on students' production

T will monitor and note down the common errors that the students made during pair / group works and correct these errors on a slide.

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