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Reading -Homes
Elementary level


In this lesson Ss improve their receptive skills of reading. Lead-in stage will help them to brainstorm and activate their schemata. Then I will pre teach the key vocabulary and ask CCQs. I will do a prediction task by guessing questions about the White House. Ss will compare their answers in pairs. T gives WCFB. Ss will be given a new task and make comprehensive reading and answer the questions. Then, S-S ask and answer questions. T monitors and takes notes. There is a freer activity which will help them to improve their productive skills of speaking. T monitors them and provides delayed FB.


Abc Reading Text HO
Abc Ppt. (pictures)
Abc Comprehensive Reading HO
Abc Prediction Task (T/F) HO
Abc Freer activity HO

Main Aims

  • Ss will have improved their receptive skill of reading by the help of skimming, scanning and reading for details.

Subsidiary Aims

  • Ss will have the opportunity to communicate with each other in controlled and freer activities. This will help them to improve their subskill of speaking.


Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

T reflects the ppt on the board, -shows the picture of the White House and asks questions about it -sets the task with giving an instruction -T tells Ss to watch the video and tell their pairs what they know about this place) - asks questions to brainstorm about it; Do you know this building? Who lives in this house? What's the name of it? -asks CCQs; Are you watching or talking first? -T shows a video about the White House. -Ss watch it and talk about it in pairs -T praises Ss (error correction if it is needed)

Pre-Reading/ (5-8 minutes) • To prepare students for the text and reduce the number of the unknown words and activate schemata

-T reflects the ppt. - T pre-teaches the key vocabulary with a matching game (president, carpet, curtain, fireplace, government building,furniture, to visit) - There are definitions of the words on the slide - T will read the definition and ask Ss ideas - T tries to elicit the words by drawing or other techniques before showing them the post-its - If T cannot elicit the word, she tries to give examples -after the words are matched with the definitions, they will remain on the left side of the board.

Pre-teach / Prediction Task (3-5 minutes) • to have an idea before reading the text in details

T gives the instructions ( You will guess the answers for these questions on your own. Then compare with your friends answers) T asks CCQs (Are you going to answer them together? Are you going to talk with your friend or answer them on your own first?) T gives HO. Ss answer the questions and then they share their guesses with their partners. T monitors pairs. (Delayed FB will be given in the next stage)

While-Reading (Reading for detail) True-False (5-8 minutes) • To provide students with less challenging gist and specific information reading tasks

T gives Ss the text T gives the instruction asks Ss to make comprehensive reading again to find out if their guesses were true or false. T asks CCQ (Are you going to read slowly or fast?) T monitors during the PW. Ss find out the right answers Delayed FB is provided after the peer check.

While-Reading- Answer questions (8-10 minutes) • Answer questions (to find specific information within the text)

T sets the task,gives the instruction "Read the text again and answer the questions. T gives HO. CCQ "Are we working alone or with a friend?" T monitors. After Ss read and answer the questions, T divides Ss into groups and compare their answers. T monitors as they are working in groups. Then T gives WCFB

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

-T gives Ss HO and gives clear instruction about the task. -Ss are going to ask and answer questions about things in the White House (such as; Is there a cinema? Yes there is. Are there many offices? Yes, there are a lot.) -Then, the Ss will ask each other about their own houses and it is a freer activity. -Ss write their own sentences and peer check -T monitors and takes notes if there are mistakes, (If necessary) WCFB can be given or not.

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