Mohamed Khalaf Mohamed Khalaf

Reading lesson
A2 level


In this lesson, students will watch and understand a video about business success.They will also practice -through two passages- a variety of reading skills, such as previewing, gist reading, reading for main ideas, reading for detail, contextual guessing and making inferences. Throughout the lesson,students will be introduced to some vocabulary related to jobs and business.They will practice speaking in the context of business, too.


Abc SB page 142
Abc PowerPoint slides
Abc SB page 144,145&146
Abc video
Abc SB page 143
Abc SB pages 147 & 149
Abc SB page 148 & 149
Abc PowerPoint

Main Aims

  • To provide contextual guessing practice using a quiz about the world of work in the context of business
  • To provide detailed listening practice using a video about three companies in the context of business success

Subsidiary Aims

  • To provide gist,main ideas and detailed reading practice using a quiz about the world of work in the context of business
  • To provide reading for details and inference reading practice using a text about Golden Hook in the context of companies and business.
  • To provide clarification and review of business-related words in the context of business success


Lead-in (6-8 minutes) • to brainstorm and set the mood for what is to come next, to arouse students’ curiosity about the topic and motivate them to want to learn more about it.

Teacher goes through the objectives with the class to make sure everyone understands what they can expect to achieve in this lesson. T divides the class into two or three teams (according to the number of attendants). Each team will brainstorm a list of famous companies around the world. They are allowed only one company per country. They will be allowed to use internet on their phones to check the company's origin/country. T elicits a company and a country from each team, and write them on the board. Teams can only name a country or a company that has not yet been given. The last team to give a company, after the others have run out of ideas, is the winner. T elicits from the class the meaning of "entrepreneur". If they can't get it, T asks a couple of CCQs, like Is he creative or not? Did he start a new successful business? Next, T shows them a slide for two famous entrepreneurs, asking them about famous entrepreneurs from Egypt.

Pre-watching/listening (10-15 minutes) • To motivate students to watch the video and introduce key vocabulary

Exercise 1/ page 142 : Students work individually to complete the tasks then check in pairs and feedback by teacher asking Ss. Answers: 1 b 2 a N b A c V Exercise 2/page 142: Students work alone to match the words and definitions. They check in pairs and feed back. Answers: 1h 2i 3g 4a 5f 6j 7b 8c 9e 10d Exercise 3/page 143: students discuss questions in pairs and then share their ideas with the class. T write notes of their ideas on the board. T avoids confirming or rejecting the students ideas to create curiosity to watch the video and check their ideas. Drill some vocabulary.

While watching (7-10 minutes) • To understand detail

Exercise 5: Skipped Exercise 6/ page 143: Students go through the statements in pairs to check they understand all the words and to try to remember answers. Students do the exercise.Then, T plays the video again for them to check. They check in pairs and feedback. 1F 2F 3T 4T 5F 6F 7F 8T 9T

Post watching (5-7 minutes) • Discussion (to discuss and link the topic to the students real world. Speaking for fluency/ productive activity)

Exercise 7: Students discuss the three questions in pairs or groups. Then, T checks with some students for feedback.

Reading 1 / Pre-reading (3-5 minutes) • Previewing and gist reading to get the main idea and predict the content

Exercises 1,2 &3 Students go through the exercises and T elicits the skills they need to practice to answer the questions. T reminds them how to preview and read a text for gist. T assigns a minute or two maximum for reading at this stage. Students check in pairs then feedback.

Reading 1 / While reading (1st activity) (3-6 minutes) • Reading for main ideas

Exercise 4: Students read the text again an find and correct 5 mistakes including the example (A time limit of 3 minutes). T monitors and provide help if needed. Students check in pairs then feedback (on PowerPoint).

Reading 1 / While reading (2nd activity) (4-7 minutes) • To make students practice reading for detail

Exercise 5&6: Students do the quiz alone (T gives a longer reading time limit than the previous activity). Possible ICQs: Will your answers be the same or different? Can you choose whatever answer you prefer? When they have finished , they compare their answers in pairs and calculate their scores. They discuss in pairs whether they agree with the advice, and then feedback to the class.

Reading 1 / While reading (3rd activity) (4-6 minutes) • Contextual guessing,to help students work out the meaning of difficult words by guessing

Exercise 7&8: Students work alone to underline the words. They discuss the best definition in pairs. After the feedback, T elicits how they guessed the answers and writes "working out the meaning from context" on the board, elicits when and why it can be a useful skill then Students read the information in the grey box to compare to their ideas. T clarifies the difference between advice and advise and drills occupation and colleague.

Reading 1 / Post-reading (2-3 minutes) • To discuss and personalize the topic (Speaking for fluency activity)

Exercise 10: Students have a conversation and discuss the two questions in pairs then feedback.

Reading 2 / Pre-reading(Activity1) (5-8 minutes) • Introducing key vocabulary

Exercise 1: Students work individually to match the words and definitions . They check in pairs and feedback. Exercise 2: Eliciting the meaning of the word synonym (give examples) . Then T checks with whole class and asks why we use synonyms.

Reading 2 / Pre-reading (Activity 2) (3-5 minutes) • Scanning to predict the content

Exercise 3 & 4: Students circle the words. T discusses the question with whole class. Then students read the article to check. After they read the article, they discuss the question in pairs then feedback.

Reading 2/ While reading (1st activity) (3-5 minutes) • Reading for main ideas

Exercise 5: Students read the text alone to choose the headings (Time limit 60 seconds). They check in pairs then feedback. Exercise 6: Students read the text again and circle the correct answers. They compare in pairs, then feedback.

Reading 2 / While reading (2nd & 3rd activities) (7-10 minutes) • Reading for detail

Exercises 7 & 8: Students work in pairs to complete the two exercises (Time limit 5 minutes for reading and answering). Feedback, T uses PowerPoint here.. (If time allows,T elicits why the false statements in ex 7 are false).

Reading 2 / While reading (4th activity) (3-5 minutes) • To make students practice making inferences

Exercise 9 & 10: Students discuss the questions in pairs and share ideas with class. T elicits the positive words in paragraph C and use them to explain the meaning of the word inference.

Post reading (3-5 minutes) • Discussion (To end the lesson with a productive activity)

Exercise 10: Students work in groups to discuss the three questions. Teacher makes sure the students understand that question number 3 addresses a future situation.

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