Sabahattin Aluç Sabahattin Aluç

Reading skills
Elementary level


In this lesson, ss are exposed to the simple past tense, which they have only recently learned, in a reading text in the context of success stories in a talented family. T leads in with a couple of pictures to set the context and elicit a few ideas on what the incoming text might be about. T pre-teaches a number of adjectives in order to minimize confusion while reading. The reading phase starts with a skimming activity that consists of five questions to be answered according to the introduction. It is followed by a scanning activity, during which T divides ss into two groups to discuss the questions, along with the full text handout. T then encourages speaking by cross-pairing the students and having them ask their questions. The reading phase ends with three questions that are to be discussed in groups. T changes the questions and starts a freer discussion in groups and then elicits the answers. T makes delayed correction if necessary.


Abc Skimming questions
Abc Definition matching
Abc Scanning questions
Abc Discussion questions

Main Aims

  • To provide gist, scan and inference reading practice using a text about a talented family in the context of success stories

Subsidiary Aims

  • To provide fluency speaking practice in talking about something that has been recently read or learnt and expressing thoughts about the material at hand in a group discussion


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

T shows a couple of pictures to tune ss in to the context of success stories and asks them to think of who they are and why they are successful in pairs. A very short W/C feedback is given.

Pre-teaching vocabulary (10-12 minutes) • To prepare students for the text and make it accessible

T gives each student a handout and asks them to fold it in half. T asks them to match the adjectives with the definitions individually, then check their answers in groups. Teacher provides whole class feedback if necessary. T asks them to unfold the page and fill in the blanks using the adjectives above, then check their answers in pairs or groups. The fill in the blanks part is designed by the teacher to serve as a concept check. T drills each item and shows the stress on the board.

While-Reading #1 (Skimming) (5-7 minutes) • To provide students with the gist

T gives a handout to each student and asks them to read the introduction and then discuss the following questions in pairs. T provides W/C feedback.

While-Reading #2 (Scanning) (10-15 minutes) • To provide students with specific information with reading tasks

T divides ss into two groups and gives each student a handout in which there are different texts and questions on each side. T assigns the first group to read the text about Nicola Benedetti on the first page and then discuss the following questions, while the other group works on the text about Gio Benedetti on the second page. Taking notes without interfering, T monitors closely in order to make sure that each student follows the rest of their group members and answers the questions. When this part is over, T re-groups ss through cross-pairing, and asks the members of the first group to talk about Nicola Benedetti and help their peers answer the questions about her, and then the other way round.

While-Reading #3 (Inference) (5-7 minutes) • To provide students with inference with discussion questions

T gives ss a handout consisting of three questions and starts a controlled discussion in groups. T monitors closely without interfering, writing down mistakes to make a delayed correction. T does not provide feedback after this part.

Post-Reading discussion (5-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T adapts the questions of the controlled discussion in order to start a freer discussion, asking further questions to each person depending on the answers he elicits from "What about your family? Who are you close to? Why?" and then makes a delayed correction.

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