Discussing what you like to read

This ESL lesson plan is designed to help beginner to intermediate learners build confidence in discussing their reading preferences in English.

By focusing on essential vocabulary, practical phrases, and interactive conversations, students will develop the skills to express what they like to read, describe their reading habits, and engage in meaningful dialogues about books and other reading materials.

The lesson introduces core and extension vocabulary related to reading, such as “book,” “novel,” “genre,” and “bestseller,” alongside simple sentence structures like “I like to read mysteries” or “My favorite book is…”.

Through visual aids, role-plays, and engaging activities like “Reading preferences bingo,” learners will practice speaking, listening, and writing in a supportive and inclusive environment. This 45-minute lesson is adaptable for various levels, culturally sensitive, and incorporates real-world examples to make learning relevant and interesting.

Basic vocabulary

Start with keywords related to reading preferences. These should be simple and commonly used.

Vocabulary list

• Book: A written work, usually with many pages (e.g., a novel, a textbook).
• Novel: A long fictional story (e.g., “Harry Potter“).
• Magazine: A periodical with articles and pictures (e.g., fashion or sports magazines).
• Newspaper: A daily or weekly publication with news (e.g., “The New York Post“).
• Story: A short narrative, often fictional (e.g., a short story or fairy tale).
• Genre: A category of literature (e.g., mystery, fantasy, romance).
• Author: The person who writes a book or story (e.g., J.K. Rowling).
• Read: The act of looking at and understanding written text.
• Like: To enjoy or prefer something (e.g., “I like to read novels”).
• Favorite: Something you like the most (e.g., “My favorite book is…”).

Vocabulary for extension

1. Fiction: Stories that are imagined, not real (e.g., novels, fantasy).
2. Non-fiction: Books or stories based on real events or facts (e.g., biographies, history).
3. Biography: A book about a real person’s life (e.g., a book about Nelson Mandela).
4. Poetry: Writing that uses rhythm and imagery, often in short lines (e.g., poems by Maya Angelou).
5. Comic: A book or magazine with pictures and stories, often for fun (e.g., superhero comics).
6. E-book: A digital book read on a device (e.g., Kindle books).
7. Chapter: A section of a book (e.g., “I read two chapters last night”).
8. Plot: The main storyline of a book or story.
9. Library: A place where books are borrowed or read.
10. Bestseller: A very popular book that many people buy.

Teaching tips

• Use real objects (e.g., a book, magazine, or e-reader) or pictures to show examples of each term.
• Practice pronunciation, especially for words like “genre” (/ʒɑːnrə/) or “biography” (/baɪˈɑːɡrəfi/).
• Create a matching activity: Pair vocabulary words with pictures or definitions.

Useful phrases

Teach simple sentence structures for discussing reading preferences. These should be flexible for personalization.

Key phrases

1. Expressing preferences
   • “I like to read [type of reading material].”
   • “My favorite book is [title].”
   • “I enjoy reading [genre].”
   • “I love [author]’s books.”
2. Describing reading habits
   • “I read [books/magazines] every [day/week].”
   • “I usually read [in the morning/at night].”
   • “I’m reading [title] right now.”
3. Giving details
   • “It’s a [genre] book about [topic].”
   • “The story is [interesting/exciting/funny].”
   • “It’s a [long/short] book with [number] pages.”
4. Asking questions
   • “What do you like to read?”
   • “Who’s your favorite author?”
   • “Do you read [novels/magazines]?”
   • “What’s your favorite book?”

Teaching tips

• Write phrases on a board or handout and model them with examples (e.g., “I like to read mystery novels.”).
• Have learners substitute their own preferences (e.g., “I like to read [comics].”).
• Practice question-and-answer pairs to encourage interaction.

Example conversations

Use short, realistic dialogues to model how to discuss reading preferences. These examples progress from basic to more detailed.

Conversation 1: Basic exchange

Emma: Hi! Do you like to read?
Liam: Yes, I like to read books.
Emma: What kind of books?
Liam: I like adventure books. My favorite is “Treasure Island.”
Emma: Cool! I like adventure books, too.

Conversation 2: Adding details

Sofia: What do you like to read, Noah?
Noah: I enjoy reading science fiction novels.
Sofia: Oh, nice! Who’s your favorite author?
Noah: I like Isaac Asimov. His stories are exciting.
Sofia: Do you read e-books or paper books?
Noah: I usually read e-books on my tablet.

Conversation 3: More advanced

Mia: Hey, Jack, what do you like to read?
Jack: I love non-fiction, especially biographies. I’m reading a book about Einstein now.
Mia: That sounds interesting! What’s it about?
Jack: It’s about his life and his work in physics. It’s a long book, but the plot is fascinating.
Mia: Do you get books from the library?
Jack: Sometimes, but I usually buy bestsellers online. Teaching Tip

• Role-play these conversations, switching roles to practice asking and answering.
• Encourage learners to adapt the dialogues with their own reading preferences.
• In group settings, pair students to create and perform their own dialogues.

Teaching strategy

Here’s a step-by-step plan for a 45-minute lesson.

Step 1: Warm-up (5 minutes)

• Ask: “Do you like to read? What’s your favorite book?” to engage learners.
• Show examples (e.g., a novel, comic, or magazine) and ask, “What is this?” to introduce vocabulary.

Step 2: Vocabulary introduction (10 minutes)

• Present the core and extension vocabulary using visuals or real items.
• Practice pronunciation and have learners repeat each word.
• Play a quick game: Say a genre (e.g., “mystery”) and ask learners to name a book or author in that genre.

Step 3: Phrase practice (10 minutes)

• Display key phrases and model them (e.g., “I like to read poetry.”).
• Have learners practice by inserting their own preferences (e.g., “My favorite book is ____.”).
• Correct grammar or pronunciation as needed.

Step 4: Conversation practice (15 minutes)

• Read one example conversation aloud as a model.
• Pair learners (or role-play with them) to practice the dialogues, using their own details.
• Encourage follow-up questions to make conversations more natural (e.g., “Why do you like that book?”).

Step 5: Wrap-up and personalization (5 minutes)

• Ask each learner to share one sentence about what they like to read (e.g., “I enjoy reading comics.”).
• Provide feedback on their responses.
• Assign homework: Write 3-5 sentences about their favorite book or reading habits.

Additional tips

• Cultural sensitivity: Some learners may not have access to many books or may prefer other media (e.g., online articles). Be inclusive by acknowledging different reading materials.
• Visual aids: Show book covers, library photos, or e-reader images to make the lesson engaging.
• Listening practice: Play a short clip (e.g., from a language learning app or YouTube) of someone talking about their favorite book to expose learners to natural speech.
• Adapt for level: For beginners, focus on simple phrases like “I like books.” For intermediate learners, encourage details like genre or plot descriptions.
• Incorporate technology: Use a virtual library tour (e.g., via Google) or share a digital bookshelf to spark discussion.

Common mistakes to address

• Grammar: Learners might say “I like read” instead of “I like to read.” Emphasize the infinitive “to.”
• Pronunciation: Words like “novel” (/ˈnɑːvəl/) or “biography” can be mispronounced. Practice these explicitly.
• Word choice: Clarify the difference between “book” (general) and “novel” (fictional). For example, a biography is a book but not a novel.

Example activity: “Reading preferences bingo”

For group classes, create a bingo game.

• Make bingo cards with squares like “Likes fiction,” “Reads newspapers,” “Has read a bestseller,” or “Likes poetry.”
• Learners mingle, asking questions like “Do you like to read fiction?” to find people who match the squares.
• The first to complete a row shouts “Bingo!” and shares what they learned.

Homework or follow-up

• Writing: Write a short paragraph about your favorite book or what you like to read.
• Speaking: Record a 30-second audio answering “What do you like to read?” and describe why.
• Research: Find a book in a new genre and share its title and author in the next class.