Gizem Seref Gizem Seref

The People Watchers Reading Lesson
Intermediate level


In this lesson, the students will mainly read a text about people watchers and analyze what they do by people watching. Firstly, they will talk about what people watching mean and then they will be given VT session. In the while-reading they will do gist and detailed reading. Finally they will talk about how they will do their people-watching.


Main Aims

  • To provide gist and detailed reading practice using a text about people-watchers in the context of human psychology

Subsidiary Aims

  • To provide fluency speaking practice in a discussion and conversation in the context of people watching


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1. The T greets the students then she gets the students in pairs, and tells them to discuss "people-watchers" mean. While to do so, she writes people-watcher on the board and adds some arrows around the word with some wh questions next to them. (see language analysis sheet for details) 2. When the students finish discussing about what that might mean, the T elicits some answers, invites everyone to the board tells them that they have two minutes and asks them to write their guesses about the questions. 3. When the students finish writing, the T explains what people-watching means and continues with the pre-teach vocabulary session.

Pre-Reading (10-12 minutes) • To prepare students for the text and teach the unknown vocabulary

1. The T one by one explains the meanings of the potential unknown words and demonstrates them if necessary. 2. The T elicits some answers about them and does concept checking. 3. If the students didn't understand the concept clearly, the T does demonstrating. 4. In the end, the T leads the students to pronounce the words correctly. (see the language analysis sheet for details)

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist reading tasks

1. The T does chesting for a gist task hand-out about the text and gives the instruction; look at text quickly and the themes here about the text. Choose the one which is more suitable for the text. You have one minute." 2. The T nominates some ss and does ICQ. (Are we going to read the whole text? How much time do we have?) 3. The T gives the hand-outs. 4. When the ss finish the task, the T gives the instruction; "Get in pairs and discuss why you chose that theme. You have 2 minutes." 5. After pair work activity, the T elicits some answers and starts a whole class discussion about them. 6. In the end, the T gives the correct answer.

While-Reading #2 (14-16 minutes) • To provide students more challenging detailed reading tasks about the text

1. The T does chesting for the next hand-out and gives the instruction. "First look at the questions then read the article and answer the questions individually. You have 12 minutes." 2. When the time is up, the T asks the students to write their names on the papers, tells them to get in pairs and exchange each others' papers. 3. The T gives 1 minute to the ss to check each others' answers and 1 minute to talk about them. 4. The T asks ss to return the papers to the owners and elicits some answers. 5. While feedback session the T asks the other students if they agree or disagree with the answer or what they think about it.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1. The T asks the students to get in groups. 2. She does chesting and gives the instruction. "Now, I have some themes for you. With your group choose how to do a people watching about your theme. You have 5 minutes." 3. When the time's up, the T tells the students that they will present their ideas so she gives them 30 seconds to prepare some notes. 4. She invites each group to the board to present their ideas and asks other students to prepare one question about the presented topic. 4. When each group finishes their presentation, they nominate one student to ask a question.

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