James Bocock James Bocock

Assessed TP 5
Upper Intermediate level


In this lesson students will practice reading for gist and reading to infer the author's intent through a text on man's relationship with the environment and technology. The lesson will start with a question about cell phones to bring up the context, then move on to pre-reading vocabulary, a prediction activity, reading for gist, reading to infer the author's intent, and finishing with a debate on the advancement of technology.


Abc The Sacred Balance Vocabulary HO
Abc The Sacred Balance text & While reading HO

Main Aims

  • To provide reading for gist and inference practice to the students through a text about mankind's relationship to the environment and technology.

Subsidiary Aims

  • To provide students practice speaking for fluency through a debate on the advancement of technology.


Lead-in (5-6 minutes) • Introduce the context for the reading

1. Ask students when the last time was that they did not have a cell phone with them, intentionally. Tell them to discuss that time in pairs along with whether they are too connected to their phones. 2. Ask students if they don't think there is an issue with having a cell phone with them all the time. 3. Ask if there is anyone who thinks it is an issue.

Pre-reading Vocab (4-5 minutes) • Introduce vocabulary that will be encountered in the reading.

1. Distribute The Sacred Balance Vocabulary HO. Ask students to work in pairs. 2. If it seems necessary, ask pairs to check with a neighboring pair for answers. 2. Do WCFB to check for correct answers.

Pre-reading Discussion (5-6 minutes) • Provide initial speaking for fluency practice.

1. Tell the students the name of the book from which they will be reading an excerpt. 2. Distribute the text HO. Tell the students to discuss in PW which position on the paper the author takes based off the title. Allow students only 1.5-2 minutes to discuss it. 3. Ask for a vote for each of the options. If one receives no votes, ask students why. Call on two students to explain the logic behind their choices.

While Reading 1 (4-5 minutes) • Reading for gist

1. The HO has the question "What argument is the author making?" written on it. Ask students to read the text quickly to check what the author's intent is and to find three reasons that support his argument. 2. Ask students to do PW to see if they came up with the same answer. Ask for the supporting arguments and write them on the board. 3. Ask students, in general, does the author have a positive outlook on man's current connection to nature.

While Reading 2 (9-10 minutes) • Reading to infer author's intent.

1. Tell students to work in pairs to discuss how the author makes the points on the HO but through stronger language. 2. Go through the questions in WCFB.

While Reading (if time) (6-7 minutes) • Develop Vocabulary

1. Ask students if there were any words they were not familiar with in the text. 2. Elicit the meaning of the words from the class and ask CCQ's.

Post Reading (9-12 minutes) • Provide students with speaking for fluency practice in the context of a debate.

1. Read the sentence "We become enslaved by the constant demands of technology created to serve us." Check comprehension of the statement. 2. Divide the class into two groups and tell them they represent two sides--people who believe technology should stop progressing due to its control over us and people who believe technology is fine and should continue to advance. 3. Assign a person as the moderator. 4. Tell the students they will be working with their group to come up with arguments in support of their position. Ask the moderator what questions he/she want to ask and give guidance on running the debate. 5. Allow the students a statement, argument against, and an argument for. Do this twice for each side if time permits. Keep in mind that delayed FB will be given at the end, so the debate cannot go all the way to the 45 minute mark.

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