Naomi Schademan Naomi Schademan

Lesson Plan TP 5 Naomi Schademan
Upper Intermediate level


In this lesson, students will practice reading for gist, detail, and inference in the context of power and money. Students will also practice speaking for fluency in the same context.


Abc HO #1
Abc projector
Abc white board
Abc HO #2
Abc HO #3

Main Aims

  • To provide gist, detailed and inference reading practice in the context of power and money

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of power and money


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

-Explain that Ss are going to read about people who are a bit like the character from the grammar exercises in Elif's lesson. -Write "masters of the universe" on the board and ask Ss if they've heard this before. Ask definition of "master" and try to elicit "a person in control/in charge." Ask if a master is someone powerful. Explain that the video will prepare them for today's reading. *Tell Ss to think about why I'm showing them this video and make predictions about what connection it might have to the text. -Play Bonfire of the Vanities video.

Pre-Reading/ Pre-teach vocab. (9-12 minutes) • To prepare students for the text and make it accessible

--Pre-teach vocabulary: -Wall Street -in your euphoria -crime-ridden -sumptuous -handful -stock -to corrupt --Write power and money on the board. Ask students to brainstorm in partners for 3 minutes about words related to these topics. Tell Ss to think back to their last few lessons. Have Ss fill in mind map on white board. *Ask students who some powerful people in Turkey are and what they know about them.

While-Reading #1 (5-7 minutes) • To provide students with a less challenging gist reading task

-Give Ss HOs and draw their attention to Exercise 1- a reading for gist task. Give Ss two minutes to skim the text and answer the two questions. Go over questions as WC. *Ask Ss if their predictions about the connection between the video and the reading were correct. What did they think the text would be about?

While-Reading #2 (7-9 minutes) • To provide students with a reading for specific information task

-Tell Ss to read the text again and decide if the sentences in exercise 2 are true or false. Encourage Ss to underline the parts of the text that helped them decide. -Have Ss discuss their answers with their partners. -Write answer key on white board. *Get feedback.

While-Reading #3 (4-6 minutes) • To provide practice with reading for inference

-Assign Ss to work with partners on exercise 3. Tell Ss to refer back to the text if they need further help with the vocabulary. Go over answers as WC to get feedback.

Post-Reading (8-10 minutes) • To provide students with an opportunity to respond to the text and practice speaking for fluency

-Assign groups of 3. Give Ss HO #3 and instruct them to read through the questions and discuss answers in their groups. They have 8-10 minutes for this. -If there is time, discuss some of the answers as WC. Ask what Ss would do if they won the lottery.

Additional activities • To provide extra reading practice if there is extra time at the end

Ask students questions about the reading which they will need to scan the text to find. For example, Who is He-Man? Who is Sherman McCoy? What happened in the 1980s and 1990s? I can also use these questions at an earlier stage if I feel Ss are not grasping the text.

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