Farimah Farimah

Reading, edit your friends
intermediate level


In this lesson learners focus on receptive skills of reading and sub skills gist reading and reading for details and as out put of the class will be productive skill of speaking. There is three stages for this reading lesson: pre-reading while reading and post reading. The lesson starts with a lead in activity and teacher introduce the topic to the SS by asking some questions. this is followed by pre teaching necessary vocabulary from the reading text (pre-reading).Then the students do reading puzzle activity and do the paragraphs in order and after that read it to answer the question. After read for gist the students carry on reading for details in which they choose the best summary for each paragraph. Then They do an exercise to match the vocabulary and expressions. (while reading). Finally The do fill gaps exercises and answer the questions about themselves after that they develop the skill of speaking for fluency in the same topic (post reading)


Abc White board
Abc reading puzzle, cut ups handout
Abc American English file student book 3 , page 62

Main Aims

  • To provide gist and detailed reading practice using a text about edit your friends in the context of friends

Subsidiary Aims

  • To provide accuracy speaking practice in the context of friends
  • To provide clarification and review of some vocabulary and expressions


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will write on board " a friend, a coworker, a classmate" and ask students what the difference is.Then I will ask some question about their really good friends .

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

I'll show them a picture related to the text and ask what do they think about it. I'll elicit some new words for students by giving examples and explaining to clarify meaning (MFP) . I will use ICQs to check students' understanding.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I put Ss in pairs and gives them Cut ups HO. Ss are going to put the chopped up paragraphs in order and reassemble the text then we will check the answers as a whole class. After that students are going to skim the text and say what does "edit your friend mean"

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will ask students to read the text individually and then in groups of 3 choose the best summery of each paragraphs. Teacher will use ICQs to check students understanding of the instructions. Then each group will check their answers with other group. while Ss are working I 'll monitor and will take note of their errors and will help them if its necessary. Then I’ll get a whole class feedback. Next I'll give Ss a matching vocabulary Ho as a controlled practice to work on vocabulary and expression with get. So Ss do it individually then check their answers in pairs. I will use ICQs to check students understanding of the instructions and while they are doing I 'll monitor and will take note of their errors and will help them if its necessary. Then I’ll get feedback.

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

I’ll give Ss fill gaps questions to to be sure students realize the vocabulary because one of the sub aims of this lesson is vocabulary. So they individually fill it and then check with partner and then they ask each other the questions while Ss are working I 'll monitor and will take note of their errors. After finishing that I put students in groups to say their ideas about the text and talk about their friends and do they need to edit their friends or not. While monitoring I'll take notes about their mistakes and will do delayed feedback

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