Gülsevin Kara Gülsevin Kara

Reading Lesson
Intermediate level


In this lesson, SS will practice reading for specific information and getting the meaning of unknown words from the context. They will read about a British boy named Alex Rawling who is fluent in 11 languages, and answer the Qs using reading techniques of scanning. They will also enchance their comprehension of a text by deducing the meaning of unknown vocabulary from the context without using a dictionary.


No materials added to this plan yet.

Main Aims

  • To provide scan reading and getting the meaning from the context practice using a text about multilingualism in the context of a boy who can speak 11 languagesand

Subsidiary Aims

  • To provide fluency speaking practice in a pair work and group discussion in the context of languages


Lead-in (5-7 minutes) • To create interest and set a scene

T salutes the SS in 6 different languages and hint the topic of the day. T asks general Qs about language learning. T shows the video about Alex Rawlings who speaks 11 languages fluently and ask them "Do you think it is real?. T focuses SS to the Alex's picture and speech bubbles around him on the book. SS matches the languages with words and compare their answers.

Pre-Reading Stage (5-7 minutes) • to check some of the key vocabulary necessary for comprehension of the reading

T distributes cut-up papers that have sentences and pictures. SS match pictures with sentences. SS gets feedback as a WC activity. T drills the pronunciation of the words.

Scanning (7-10 minutes) • to practice finding specific information in a text

T reminds the SS how they scan a text. SS read the scanning questions first and pay attention to the key phrases in them. T gives SS 3 minutes to read the text and find the answers. SS compare their answers. T gets feedback from the WC

Getting the meaning from the context (7-10 minutes) • to enchance text-comprehension and lessen the dictionary dependency

T tells the SS that in this practice no dictionaries are allowed. T tells the SS to focus on the highlighted words and as a group discuss what these words mean. In the mean time T writes some possible definitions on the board in random order. T nominates SS from groups for the answers and check their guesses. T tells the SS to work in pairs and distributes cut-up papers with Qs that have the highlighted words in. SS put the papers face-down and each one chooses a question for the other to answer.

Language Focus (8-10 minutes) • To revise reflexive pronouns

T writes this sentence on the board: "Alex taught himself Russian" T asks "Who was Alex's teacher?" T continues with other examples; She’s old enough to cook for herself ----- Who cooks her food? Does she need help to cook? I’ll cleaned the house myself. ---- Will someone else help me with the cleaning? Be careful! You might burn yourself! ---- Who might burn me? T writes the reflexive pronouns and personal pronouns comparatively on the board. Then T drills the sentence "You might burn yourself!" each time changing the pronoun and ask them to change the reflexive pronoun accordingly. T tells the SS they are going to watch a segment from a horror movie. T distributes the worksheets for the video. SS watch and complete it using correct reflexive pronouns. SS compare their answers in pairs T checks the answers as a whole class

Web site designed by: Nikue