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In this lesson, students practice reading sub-skills of skimming and scanning in the context of "Can you trust what you see?" by doing relevant exercises in the coursebook. They will also become familiar with some vocabulary related to the context, and later will have the opportunity to use them in the speaking activity in a personalised context.


Abc Coursebook
Abc WB
6qvts2isb6wiohxs40h9 ho1ex1 HO1
Abc Sticky notes
Bptkg0hptgukrky3wyqg ho2ex3 answers HO2

Main Aims

  • To provide gist, detailed and deduction reading practice using a text in the context of whether you can believe what you see.

Subsidiary Aims

  • To give Ss practice in speaking for fluency by discussing Qs in the freer activity in a personilised context.


Warmer/Lead-in (4-6 minutes) • To establish lesson's context and engage students

1. T greets the Ss and commences the session 2. T introduces Mr Jacobs to ice-break and establish rapport 3. T gives out "I trust this one more!" papers 4. T may check understanding of the word "trust" 5. T asks Ss to stick them to the one source of information they trust more 6. T reflects on the answers and rounds up the activity by relating "encyclopedia" to "the Internet" to elicit Wikipedia (I initially had another idea for this stage, but I had to cut it short to save time on my lesson. I feel it's an abrupt start but I had to do sacrifices here.)

Pre-Reading (3-4 minutes) • To prepare students for the text, provoke schemata, facilitate skimming activity

1. T forms pairs 2. T gives out HO1 (one for each pair) 3. T gives instruction for Ex1: Do you agree or disagree with the sentences?/Discuss with your partner.

While-Reading #1 (15-18 minutes) • To provide students with gist and specific information reading tasks

PART 1: 1. T gives instruction for Ex2 of the book: Read the subheadings/30 seconds - How many subheadings do we have? How many paragraphs are there in the article? - Now read the text quickly and match the subheadings with the paragraphs/work alone/3 minutes 2. Ss pair check 3. T provides answers on the board PART 2: 1. T gives instructions for Ex3 of the book: Read the Qs in pairs and discuss what you can remember/1 minute//Now find the answers/work alone/3 minutes//Now get back to your pairs and compare your answers together and with the answer key (T hands out an answer key for each pair/HO2)/3 minutes

While-Reading #2 (3-5 minutes) • To provide students with a deduction reading task

1. T gives instruction for Ex4 of the book and models one example 2. T forms small groups for this Ex (Ss may need each other's help because some of them are not very confident with vocabulary/Not much time left -> It can finish faster) 3. T asks the first group that finishes to send a person to write the answers on the WB 4. The other groups check their answers with the board

Post-Reading (Speaking) (8-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1. T gives instructions for Ex5 and asks Ss to work in the same groups 2. T provides the answers board/Ss check their answers 3. T asks groups to discuss the Qs and express their personal opinions 4. T monitors and prepares to provide late feedback 5. T gives feedback on the board/verbally

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