Tugce Erkmen Tugce Erkmen

Elementary level


In this lesson students will practise their reading skills. The lesson starts with a talk on pictures of sandwiches and by means of doing this, I aim to set the context of my lesson. This will be followed by pre-teaching of some of the words in the text. This will help the ss to understand the text more easily. And then they will do a scanning activity to find some specific information. Next ss will be given some gapped sentences and they will complete these using the details in the text. This will help them understand the text better. Lasly, they will involve in a task-based activity. I aim to get the ss to practice the words they've learnt by means of interacting with their friends and presenting their final work.


Abc Gap-fill handout
Abc Reading Text
Abc Answer Key
Abc Photos
Abc Vocabulary Match

Main Aims

  • To provide scan and detailed reading practice using a text about the history of the sandwich in the context of food

Subsidiary Aims

  • To provide fluency speaking practice in a task-based activity in the context of food


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

T sticks pictures of sandwiches on the WB and asks questions like: When did you last have a sandwich? What was in it? What's good about sandwiches? The questions are answered in the form of a whole class discussion. After a few minutes, T moves to the next phase.

Pre-Reading (8-10 minutes) • To prepare students for the text and make it accessible

(T prepares a matching exercise before the lesson to pre-teach some of the words in the text.) T puts ss into pairs using colours and explains the task. They need to have a look at the sentences on the worksheet and match the words in bold to the definitions under the sentences. T asks an ICQ: Are you going to write anything? (No) When they finish, T gives the answer key to the students and they check their answers themselves. Then T asks some CCQs to check ss' understanding (see language analysis). Next T drills the words and shows the stress (see language analysis) with a different colour on the board.

While-Reading #1 (6-8 minutes) • To provide students with a specific information reading task

T gives ss 4 names that exist in the text. Then she wants them to read text and find these names. They also need to answer 2 questions about these people: Who are the people? What is their connection to the sandwich? T tells students not to worry about the unknown words. They need to focus on the key words only. T sets a time limit: 2 minutes. Ss work alone for this task.T asks ICQs: Are you going to work in pairs? (No) Do you have 2 or 3 questions? (2) Are going to write anything? (No) When they finish, T puts ss into pairs using numbers. Then she explains that they need to discuss their answers with their partner for 2 minutes. T sticks the answers on the walls before the lesson. When they are done with talking, T tells ss that the answers are on the walls of the classroom. Pairs need to go around the classroom and read/check the answers with their partner.

While-Reading #2 (8-10 minutes) • To provide students with a detailed reading task

T puts ss into pairs using colorful cards. Then Ss are given 8 gapped sentences. Ss explains that ss need to read the text alone one more time and then fill in the gaps in those sentences with their partner using the information in the text. T sets a time limit of 4 minutes; 2 minutes for reading and 2 minutes for completing the sentences. T asks ICQs to ensure ss' understanding: Do you have 5 minutes in total? (No. 4 minutes) Do you have 2 minutes to read the text alone? (Yes) Do you have 2 minutes to complete the sentences? (Yes) When they finish, T asks ss to write the words/phrases/sentences in the blanks on the WB. After that, T corrects the mistakes(if there is any) on the WB.

Post-Reading (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T puts students into groups of 3. Then she gives each group paper and colored pen. T wants them to draw their sandwich in the middle and write any word that comes to their mind around this sandwich. These words should be related to the history of the sandwich and the text. T tells ss that when they finish, they will tell the history of sandwich to their friends using their poster. Every person in each group needs to make sentences about the poster.

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