Mohamed Atef Mohamed Atef

A passion for success
elementary level


In this lesson, the students will practice the reading skills for gist and for specific information, as well. The reading stage will be preceded by a quick lead-in by the teacher and pre-teaching vocabulary that will be elicited by the teacher through a Powerpoint slide presentation. The teacher will check students' understanding through some CCQs and drill the new words before showing them on the board and the stress pattern on each of them. Students, afterwards will practice the new vocabulary through a memory game. After that, the students will do a prediction practice before they read for gist to check their answers. Next, the students will be divided into groups A and B to read a different handout for each for specific information, and then they will check each other answers and have a speaking activity in which a student from group A will talk to a student from group B about the character in their handout and vice versa. The teacher will monitor and then give them his feedback in a model answer key. At the end, the students will practice a freer speaking practice in which they will speak to each other about which character in the reading passage they like more and whether they have a passion towards certain things in life and why.


Main Aims

  • To provide detailed reading practice using a text about A passion for success in the context of successful life

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of two different characters


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

The teacher will show the students two pictures; one for a heart and the other for some happy successful graduates, aiming at eliciting from them the main title of the context "A passion for success". Then, the teacher shows the answer on the OHP.

Pre-teaching Vocabulary (8-11 minutes) • To prepare students for the text and make it accessible

The teacher will elicit the target language vocabulary "important, afford to, violin, violinist, musical instrument, poor, grandparents, hardworking, and expensive" by using some slides showed on the OHP. Then, the teacher will use CCQs like: 1) Are grandparents young? 2) Is football a musical instrument? What about piano? 3) Is the violinist someone who plays the guitar? 4) Poor people have a lot of money? 5) If someone stays at home and sleeps alot. Is he hardworking? 6) My pen costs one Turkish Lira. Is it expensive? The teacher, then will drill the new words chorally and then individually before he provides the students with the written words on the board with their stress pattern shown.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

The teacher will let the students practice the new vocabulary through a memory online game that he has already prepared for this task. The students will try to remember which cards have shown up on the board through the OHP and find out a proper word for every picture that shows up. The teacher will let every student take their turn on the computer while he will be monitoring.

Prediction (3-4 minutes) • To warm up the students for the reading stage

The teacher will give the students handouts that contain some questions about a text and ask them to guess the answers individually. The teacher will monitor while the students will be doing the task.

Reading for gist (4-5 minutes) • To enable the students to develop their ability to read for gist.

The teacher will ask the students to read the passage to check their answers. Then, he will give them the handout and let them check their answers. After that, the teacher will ask them to check the answers in pairs. Finally, the teacher will provide them with the answer key sheet as a feedback.

Reading for specific information (9-11 minutes) • To enable the students to develop their ability to read for specific information.

The teacher will divide the students into two groups. Each group will be given a different handout with a different text. The teacher will ask groups A and B to read and find the answers of the questions given in the handouts. Then, the teacher will monitor before he asks the students to check their answers in pairs. The teacher then will give the students the model answer key as a feedback.

Freer speaking practice (4-5 minutes) • To get the students speak and use the target vocabulary

The teacher will get each students from group A sit next a students from group A, and ask them to introduce to each ather and talk about the character that they will have read about. The teacher will monitor and take notes of the students' mistakes to correct them in a delayed feedback in a form of true or false question.

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