lduffett lduffett

B2 level


Students will read and listen to a text for both gist and detail. They will learn various "placeholder" names in English and decide on a placeholder name for a character in a story.


Abc 4 text extracts from "The Invisible Man" Clandfield and Benne _Global_ Macmillan, 2011, p. 47
Abc T/F exercise from Clandfield and Benne _Global_ Macmillan, 2011, p. 47
Abc reading text "The Invisible Man" from Clandfield and Benne _Global_ Macmillan, 2011, p. 47
Abc images for vocabulary items (gape, bandage, anticipate, startle)

Main Aims

  • To give Ss practice in reading for gist, detail as well as in listening

Subsidiary Aims

  • To focus on fixed expressions/"placeholder names", to give extra oral practice. To expose Ss to the TL


Lead-in (3-5 minutes) • to set context

T asks Ss to teach their partners the meaning of their own names in English. As wrap-up, teacher calls on a few students to report on what their partner's name means.

Focus on vocabulary (5-7 minutes) • to familiarize students with the concept of "placeholder names"

Teacher puts four extracts, one at a time, on overhead. Ss read the text alone and while reading ask themselves whether the names given for the people are real names and, if not, what do the names mean?

Vocabulary pre-teaching (7-9 minutes) • to familiarize students with difficult vocabulary items from the reading text

T puts pictures on overhead corresponding to each of the four vocabulary words: gape, startle, bandage, anticipate. T elicits words with questions about the activities or states depicted ("gape": What is he doing? What do we call that? Why do people do this? Etc. Have you ever gaped? Do you ever gape at something? When? “to startle”: Have you ever been startled? What startles you? "bandage": What is this person wearing? What do we call this? "anticipate":What kinds of things do we anticipate? Does something ever happen to you that you did not anticipate? What is an “unanticipated” event? Is it the same as wait for?) T drills students in pronunciation Ss divide into two teams and play a "slap the board" game to test basic recognition of word forms and meaning (e.g. "The boy cut his finger.") One member of each team races to board and slaps word that corresponds to the sentence they hear.

Reading for gist (6-8 minutes) • to read text for basic understanding of the main idea

Ss are given 3 minutes to skim the text and are asked to decide by themselves, what the best placeholder name (from among the names in the first exercise) would be most appropriate for describing the character in the text. Ss discuss their ideas with their partner and teacher then asks for responses and tells Ss the right answer.

Reading for details (10-12 minutes) • to read the text for details

Ss now have 6 minutes to read the text in order to find certain details needed to answer a set of T/F questions. Students mark each sentence either True, False, or Doesn't say. Ss listen to a recording of the text with books closed in order to give their answers a final check. Ss are allowed to go around the room and compare answers with peers to make sure they have the right answers. If there is a discrepancy, students must decide who is right by referring to the text. In FB session, teacher asks students for answers and tells students the answers.

Follow-up (4-6 minutes) • to give students a chance to start using the past tense in their own speech and to better understand the reading text

GW: Ss discuss the following questions (which teacher writes on the board): What might have happened to the man? Teacher explains (and writes on board) students can use sentences like this: “I think he might have____” or use their own sentences, but remember we are talking about the past As wrap-up, students share ideas.

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