James Bocock James Bocock

Assessed TP 8
Upper Intermediate level


In this lesson, students practice reading for gist, details, and to infer along with practicing speaking for fluency in the context of an excerpt from Sense and Sensibility. The lesson starts off by some trivia about crying, moves on to a pre-reading vocabulary mingle, a quick discussion about the excerpt's background and cover art, a reading for gist with a prediction activity, a reading for detail to see what a character does in the excerpt, if time a discussion about the family in the excerpt, and closing with a speculation about what might have happened before in Sense and Sensibility and how the students' would have reacted.


Abc Sense and Sensiblity Excerpt HO

Main Aims

  • To provide reading for gist, detailed reading, and (if time) inferring from reading practice to the students in the context of a passage from Sense and Sensibility.

Subsidiary Aims

  • To provide fluency practice in the context of discussing the excerpt from Sense and Sensibility.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

1. Tell students they will answer some trivia questions about crying. 2. Ask students whether male or female babies cry more, then about teenagers. 3. Talk about men's eyes' watering instead of crying. 4. Ask how people feel after crying.

Pre-reading Vocabulary (8-10 minutes) • Present vocabulary found in the text to students before encountering it for themselves.

1. On the WB, write: sympathy, nourishment, indulgence, alternately. 2. Tell students to divide the words into three lists "I know/I think I know/I don't know" and tell them to write it on a paper. 3. Tell students to ask eachother what the words mean in a mingle activity. Monitor during the mingle activity. 4. Ask students which words they are still unsure of. Define them and do CCQ(s) for the word(s).

Pre-Reading/Listening (4-6 minutes) • To prepare students for the text and make it accessible

1. Hold up the Sense and Sensibility Excerpt HO. Point out to students the section about Jane Austen. Tell students to read that section. Distribute the HO. 2. Ask the students which woman is which on the book cover. Tell them to do PW to discuss it. Monitor the students to hear their ideas. 3. Have a brief class discussion about the identity of the woman.

While-Reading/Listening #1 (7-9 minutes) • To provide students with a less challenging gist reading task.

1. Tell students to read the first 3 questions on the Sense and Sensibility excerpt HO and tell them to predict the answers in PW. 2. Tell students to read for gist. 3. Discuss whether predictions were correct in PW. 4. Discuss the answers as a class.

While-Reading/Listening #2 (9-10 minutes) • To provide students with a more challenging detailed reading task.

1. Tell students to read the excerpt for detail for the answers to the next set of questions. 2. After students have finished, ask them to check with their partners. 3. Write the questions' numbers on the board, ask the class for the answers. On questions where there is disagreement, ask the class to defend their positions

(If time) While-Reading 3 (8-12 minutes) • Provide sts with speaking for fluency practice in the context of discussing Marianne's family's reaction to her.

1. Ask the students to discuss in PW how Marianne's family responded to her behavior. Tell them to refer to the text if necessary. 2. Ask the students to discuss in PW whether the family's response was appropriate. Monitor the students for interesting points of view. 3. With WC, speak about what they discussed, bringing up what was gleaned during monitoring.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1. Ask the students to do PW to answer/speculate about "If I was Marianne, how would I have acted?" "Who is Willoughby and what did he do?" and "If Marianne was my daughter, I would have..." Monitor the students during this time to hear their ideas. 2. Have a class discussion on what they thought.

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