PuRvi K PuRvi K

Reading: for a gist and for details
Intermediate level


Abc English Unlimited Intermediate - Student and Teacher Book

Main Aims

  • To provide gist and detailed reading practice using a text about 'living cheaply' in the context of managing money

Subsidiary Aims

  • To provide fluency during speaking practice by asking and answering questions in the context of managing money (saving, budgeting, spending, investment)


Warmer and Lead-in (4-5 minutes) • To set lesson context and engage students

- T writes the word 'money' on the WB (like a word splash/ mind map) - ask students to give as many words possible related to money - spend, expensive, cheap, buy, sell, save, discount, sale etc. In pairs: discuss the following: - What are some of the things that you would do (and or NOT do) if you had only 5 TL for a day (approx. equal to 1 pound - just like Kath Kelly**)? Feedback: T will elicit one or two responses **mention the name 'Kelly' from the previous session (by Sara); if this haven't appeared till now, then go ahead without this character reference.

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

- T asks Ss to predict responses for some of the questions: 1) How do you think Kelly saved some money? 2) Did she buy the wedding present? 3) How did the experience change her? ## if the above mentioned questions are complicated at this stage then follow the below version. - Ask: what do you think Kelly would have explained? or described? - Anticipated responses: some secrets, some clever ways of saving money, how did she saved money? so on and so forth. - T quickly writes the predictions (just words/ phrases) on the WB. T to Ss: Kelly has shared her experience with us but the text is too long. So let's read and find out. But, the 'challenge' is - you just have 1 min. to read the text, thus you will have to read quickly. ICQs: 1) do we read in pairs or individually? individually. 2) do we read slowly word-by-word? no. 3) do we read quickly in a minute? yes. 4) do we talk or discuss while we read? no.

While-Reading #1 (for gist) (7-8 minutes) • To provide students with less challenging gist and specific information reading tasks

- Ss read quickly for the gist and check their prediction from the previous stage. - Ss share the gist with their partners/ pairs - T monitors the interaction: do both partners have similar, different or closer gists? Feedback: check in pairs; followed by WC elicit (ask them for reasoning their responses - e.g. why do you think xyz is the gist/ main idea for the text?)

While-Reading for details (10-12 minutes) • To provide students with more challenging detailed reading tasks

#1) - Ss will read again and answer the questions given in A. (handout) - T will monitor; if necessary give extra time to re-read the text again Feedback: check in pairs and clarify any common errors as a WC; elicit from Ss by asking 'Why' questions (for justification); if Ss are still stuck on any particular questions T simply provides the answers with clarification. (answer key)

Focus on multi-word verbs/ phrasal verbs: Vocab (5-7 minutes) • to clarify the meaning, form and pronunciation of multi-word verbs (phrasal verbs) related managing money

- T jumbles and displays the cut-up phrases and its meaning on WB (phrases related to the text like-kept to, saved up, survived on...) - Ss will discuss in pairs or groups of 3 and match the phrases with its meaning - hint the Ss that they may refer the reading text as it will help them match the right meaning - any team who does it right wins the game (refer CCQs from Language Analysis) Feedback: T elicits from Ss and WC feedback; drill pronunciation if required. (if less time: skip the match activity as described above and rather do ex. B given on handout) followed by speaking as that's the sub-aim (receptive skill - reading; production - speaking) For ex. B: - Ss fill in the gaps - T monitors and check for any common errors Feedback: peer check and elicit from WC; let Ss clarify the common errors (or else T provides); drill pronunciation if required. (answer key) (refer CCQs from Language Analysis)

Post-Reading: (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Speaking topic: "Do you think you are good at managing money?" T elicits some of the things that group can talk about on this topic. For example - - Do you plan your monthly expenses? - Do you save up for something that you wish to buy? - How much did you spend last month? Did you spend too much or too less? - Have you ever gone beyond your budget? (over-spent) Put up these question prompts on the board for groups to refer; and ask them to find out someone who is good at managing their money. - T groups the Ss (group technique: 1, 2, 3, 4...1, 2, 3, 4...) - Personalisation: Ss ask and answer the questions to each other in groups of 3/4. Hint: ask Ss to use the words put up on the WB; words discussed during the session T monitors the language usage. Task Feedback: Elicit and find out who is good at managing money in the class. (WC) Feedback on errors: T takes note of errors on WB if required; clarifies/ elicits for correction (WC)

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