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Third Lesson, Reading (Success)
B1+ (Intermediate) level


In this lesson, students are introduced to a new reading passage using a guided discovery activity. The tasks included in the reading part are to develop students' reading skills (reading for gist and reading for details). Besides, the vocabularies, introduced in the reading passage, are to be used by students to complete the post-reading tasks, speaking and writing.


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Main Aims

  • To provide practice in reading for gist, specific information and detail in the context of success and types of intelligence.

Subsidiary Aims

  • To provide fluency in the context of success and types of intelligence.
  • To provide review of vocabulary in the context of of success and types of intelligence.


Pre-Reading Task (Guided Discovery Activity) (5-6 minutes) • To engage students and create interest in the topic .

-Teacher trays to elicit "IQ Test'' from students by showing some examples of IQ test questions using the overhead projector. Teacher gives the new words if he/she is unable to elicit. -Teacher tries to elicit the word ''accurate'' from students (she/he gives the word if students are unable to give the word). Then teacher drills and ask CCQs included in the language analysis. -Teacher asks students to work in pairs to discuss some questions shown on the whiteboard using the overhead projector. For example, have you ever taken an IQ test? Do y you think that these tests are accurate? -Teacher uses ICQs. (Are you going to work individually? No, with a partner. Where are the questions that you are going to discuss? On the board). * Students work in pairs to discuss these questions. -Teacher gets feedback from 2-3 students.

Pre-Reading Task (7-9 minutes) • Get students familiar with the new words included in the text.

-Teacher tries to elicit the key words of the reading text ''multiple and intelligence'' from students by giving synonyms (smart and brainpower), drills and shows the form of the word. -Teacher asks CCQs (Does intelligence mean smart or stupid? smart). -Teacher gets students familiarized with the new words in the text by asking them to complete a matching task in a given handouts (Match the following words in column A with the examples and pictures in column B.) (this activity is adapted from Ss Bk, p. 24 ex. 1.b). (Answers: 1;g, 2;d, 3;f, 4;c, 5;e, 6;b, and 7;a). -Teacher reminds students to work in pairs. (Maybe you want to try giving one copy of the task to each two students to force them to work in pairs). -Teacher tells students that it is fine if they cannot get all answers correct. * Students work in pairs to complete the task. -Teacher does not get feedback from students yet. -Teacher tells students that they are to know the correct answers after going through the reading passage.

While Reading (11-13 minutes) • To provide practice in reading for gist and specific information

-Teacher gives students the reading passage. - Teacher tells students to go through the reading passage very quickly and see if their answers for the matching exercise were correct. * Students go through the reading passage and check their answers. - Teacher gets feedback from students for the matching exercise. - Teacher emphasizes the meaning and drills the new words. ----------------------------------------------------------------------------------------------------------------- -Teacher gives instructions to students on how to complete the task. -Teacher gives handout to students and asks them to read the passage again and answer the questions in the handouts. (Teacher gives one handout to etch two students to work in pairs). - Teacher gives example to students on how to complete the second task. For example, a lawyer needs interpersonal and verbal/linguistic intelligence. * Students answer questions in pairs. -Teacher takes feedback from students.

Vocabulary Focused (5-6 minutes) • To provide review of vocabulary used to express ability.

-Teacher asks students to find the following expressions in the reading passage (are good at, are able to, have a facility with, are capable of, excel at, have the ability to and have a good). -Teacher shows students an example of how to do it. *Students work in pairs to find the expressions in the text. -Teacher asks different students to come up to and underline the expressions. - Teacher asks students to look at the eliminates that come after each expression, and to find out which of these expressions is followed by 1) an infinitive verb? 2) an -ing form? 3) a noun? 4) an -ing form or a noun? -Teacher gets WC feedback.

Post-reading Task/ Speaking (5-6 minutes) • To give students the chance to activate and use the language they have learnt in this lesson.

-Teacher gives instructions to students on how to complete the task (Find someone who has....). *Students start working on the activity. -Teacher gets general feedback from students.

Post-reading Task/ Writing (4-5 minutes) • To give practice on how to use the words covered in this lesson to express ability.

- Teacher gives instructions on how to complete the task. - Teacher shows students an example on how to complete the task. For example, I think I have logical/mathematical intelligence because I have the ability to perform calculations. -Teacher asks ICQs. For example, are you going to work individually or in pairs? individually.Are you going to use the new words we have learnt today? Yes. *Students complete the task individually. -Teacher gets general feedback from students.

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