Zahra Ghavidast Zahra Ghavidast

Time-saving Lists
Intermediate level


In this lesson, students read an interesting and reader friendly text and answer the gist questions. Once more, they read to answer some detailed questions. They also go through a contextual guessing stage that will help them encounter unseen texts in the future. The lesson ends with a writing task which is a summary about the reading text, so it well joins the receptive skill with the productive skill of writing.


Abc whiteboard
Abc Handout
Abc a Teacher-made List
Abc Teacher-made slips of paper

Main Aims

Perhaps the most important element of any plan is the part where we say what our aims are.Jeremy Harmer in The Practice of English Language Teaching

Subsidiary Aims

  • Vocabulary: identifying the phrasal verbs from the text


Lead-in (3-5 minutes) • to activate the students' chemata about to-do lists

The teacher asks the students how they remember the things that they have to do every day? She puts a piece of paper on the board reading a list of things she needs to do every day and she tells them that she usually sticks them on the fridge and when she is done with one of them, she crosses it off.

Pre-reading (3-5 minutes) • To arouse the students' interest in the subject and make them love it

They briefly talk about the other ways of remembering things. They will more likely talk about making paper lists, mobile lists, marking on their hands, and so on. The students are more likely to have interesting things to say.

While Reading #1 (7-10 minutes) • To silently read to get the gist

The teacher chests the handout and give a clear instruction of what they are going to do. She tells them to skim the text and match the 4 pictures with the people's names in the text. She tells them that they have only 4 minutes to match the pictures with the names. Then she gives them the handouts to read. While they are reading, the teacher monitors them in case they have difficulty reading the text. Having answered the questions, the students are told to check the answers with their partners.

While Reading # 2 (5-10 minutes) • To provide the students with a more challenging detailed related teask

The teacher briefly gives them the idea of what " phrasal verbs" are and lets them know what they are going to look for by reading the text for the second time. She gives clear instruction by chesting the paper and telling them to look for the phrasal verbs that are synonymous with the underlined words in exercise 1. She makes them aware of their mistakes. The teacher monitors the students and tells them to check the answers in pairs after they are done with the vocabulary part. Then, some students come to the board and write the answers on the board. The vague points are to be clarified by the teacher if she feels that they have some problems in those areas. Then, the teacher asks them to discuss the statements in pairs. The teacher monitors them and helps them if they need. Then, she asks them to talk about what they have already talked about with their friends.

Post-Reading # 1 (5-10 minutes) • To help them improve their gussing skills for unseen texts and make them repeat the word with tricky pronunciation

The teacher divides the class into two and names them Chocolate and Tea and gives them some slips of paper with words on them. Each group has a HO. She tells them that she is going to stick a definition of the words on the board and the group who can guess the meaning, will match it to the definition on the board. This will improve their guessing word skills and will help them cope with unseen texts.One group's slips of paper has marks on them, so the winner will be known at the end. Then, she pronounces the words for them and makes them repeat the words loudly. she, also, write the phonetic symbol for each word and tells them on which syllable the stress falls.

productive skill (5-7 minutes) • To help the students psroduce a writing by summarizeing a text

The teacher tells the students to have a look at their reading text for 3 minutes then write a writing about the different ways of remembering things. She tells them to summarize the whole text and also add their own ideas to it. Then she tells them to change their partners and swap their writings with their new partners. The students can have an opportunity to do peer correction, which usually leads to effective learning. Monitoring the students during the task, the teacher writes down their errors an correct them at the end.

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