Mehrnoosh Mehrnoosh

Pre-Intermediate level


In this lesson, students will have a receptive skill as a reading about Incredible Stories and Coincidence. New vocabularies will be taught and students will do different tasks individually, in pairs and groups before and while reading. At the end, they will have a freer practice as a post reading. This this stage, teacher will try to find out the problems and errors and she will provide error correction in the next stage.


Abc Scan-reading questions
Abc Reading handout

Main Aims

  • To provide gist, scan and detailed reading practice using a text about Incredible but true stories in the context of coincidence

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of coincidence


Warmer (2-3 minutes) • To set lesson content

Teacher will tell a short story about two things that happened for her yesterday and tries to elicit coincidence (MPF order) and then showing some pictures as examples for coincidence.

Lead-in (2-3 minutes) • To set the context

Teacher writes this question on the board: How did you meet you best friend for the first time? and ask students to get in pairs and talk about it. Teacher will ICQ students. Feedback: Elicit some responses.

Pre-Reading (2-3 minutes) • To prepare students for the text and make it accessible

Teacher will say that they are going to read three stories about coincidence with these pictures and put the pictures on the board and ask for students' ideas and guesses about the pictures and text.

Pre-Teaching Vocabulary (4-5 minutes) • Learnin new vocabs to understand the text better

Some new vocabularies from the text in MPF order. These words are: propose, have a lot in common, clairvoyant. These words will be clarified by showing some pictures.

Gist-Reading (4-6 minutes) • To skim the text for finding the answer of the gist question

Teacher will write three options on the board and ask students to choose one as the title of the text. Then she will give the handouts of the reading text, sets the time and tell them to do it individually. They will check their answers in pairs. Feedback: Teacher will elicit response with the reason to the class.

Detailed Reading (8-9 minutes) • To understand the text in detials

Teacher will put three sentences on the board and asks students to unfold the paper and says that these sentences have been removed from the text. Students will read the text and decide which sentence goes with which stories in five minutes. They will check their answers in their groups. Feedback: Elicit the answers on the board. Teacher says that this time they should insert the sentences in the right place (1, 2 or 3 for each story). They will do it in pairs. Teacher will set the time for the activity. The will listen to a related recording and check their answers. Feedback: Elicit students' ideas about each story

Scan-Reading (6-7 minutes) • To read the text to find one word and to be exposed to a structure in the text

Teacher will regroup the students, show them the handouts and set the time and tell them to read it in pairs. They should answer three questions from the text in one minute. Feedback:Elicit the responses. Teacher will put the answers on the board and ask them which story they liked the most with reason

Post-Reading (6-7 minutes) • To speak to improve productive skill and use what they have learned about real life and finding their mistakes

Teacher will write: Have any strange coincidences happened to you or the people you know? Students will stand up, move around, find a partner and talk about it. Teacher monitors and takes some notes. Feedback: WC feedback, elicit some responses about themselves or their partners

Feedback (1-2 minutes) • To correct errors

Teacher writes some incorrect sentences (from students' mistakes) and asks them to think and correct them. They will check in pairs and tell the answers to the class and teacher will write the correct answers with another color.

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