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Writing a summary based on memory
Intermediate level


In this lesson, students will use some of the skills they have learned while practicing reading to help them write summaries. This reading-to-writing lesson will include listening as well, which contains useful terms for framing the summary. The lesson will start with a lead in that’ll be a short video clip about autism followed by a PowerPoint presentation that will be linked to the two people mentioned in the model text. SS will read the text for gist to answer a question, then SS will be introduced to an example of note taking. After, they’ll listen to a recording to identify the things that are mentioned. Finally SS will ask each other 4 questions and take notes of the answers and write a summary using them in full sentences. When done, SS will review each other’s work.


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Main Aims

  • To enable the students to write a summary of their friends using the notes they take. By the end of the lesson students will have improved their writing and note taking skills by producing a short summary.

Subsidiary Aims

  • To develop students’ skills of reading for gist, listening for specific information and speaking.


Lead in (8-10 minutes) • To set the context of the model text and to generate interest.

- To generate interest T will make the SS watch a video clip for 2 mins - T will ask the SS what the girl in the clip has then, - T will turn on the power point which is briefly about autism and at the end it links to Daniel and Stephen, the two people mentioned in the text. - After the SS are introduced to Daniel and Stephen, - T will give out the model text along with the question for the gist reading, that is: 'what are the gifts that Daniel and Stephen have?' - After 1 min, T will ask the SS to check their answers in pairs and elicit the answers through nomination. - T will then say, this is the summary of the original text and will ask the SS, "does the summary explain the main idea of the text?, (yes) how? will elicit answers to clarify the genre of the text.

Stage 2 (2-3 minutes) • Focusing on note taking

- T will provide HO1 that is brief notes taken from the model text - T will ask the SS to find examples of 1-6 points from the notes in pairs - T will ask the SS to check the answers in pairs and correct using the answer key

Stage 3 (2-3 minutes) • Gaining familiarity on note taking techniques & differentiating good and bad ideas of note taking

- T will divide the board into 2 - T will divide the class into two groups and give out the slips of note taking ideas equally - T will tell them to read their slip and decide on where it goes under, good ideas for note taking or bad - T will ask whether if they agree or disagree with the result, T will change any necessary slips

Stage 4 (8-10 minutes) • Listening to the recording for gist and specific information

- T will give the box containing the things about memory - T will instruct the SS to tick the the things/words that is mentioned in the recording - T will ask the SS to check their result in pairs and then they'll check the answers using the answer key. - T will project the notes taken about Peggy's 'Job' and 'memory', T will say "I took these notes using the techniques for good ideas for note taking (pointing to them which will still be on the corner of the board) - T will provide the following instructions: "you will listen to the recording again, please listen carefully and take notes about John and Tim's Job and memory using the same headings" - when done, T will ask the Ss to check their results with each other and T will project the answer key on the board

Stage 5 (18-19 minutes) • Setting up the writing task

- T will give out small color papers to the SS and ask them to find their color pair - T will give out HO2 that contains the questions they'll ask each other - T will instruct them to take notes of the answers using the headings on the board - they'll have 5 mins - When the questioning is done, T will give a template for the writing activity and ask the SS to write a summary using the notes and using the model text to help. They'll have 10 mins - While the SS are writing T will monitor to check the writing and see if there is any mistakes to correct at the end. - When the SS have finished with the summary, T will ask the SS to swap the writings for the peer evaluation. So T will ask the SS to read and check whether: - if the content is correct - if their partner used her own words - if she used the headings (2 min) - T will elicit answers through nomination - T will do delayed error correction if necessary

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