Olga Olga

TP6, Reading, loteries
Upper intermediate level


In this lesson students will practice receptive skill-reading and productive skill- speaking. After the context is set ( warming up) and students are ready to work with the text (after vocabulary presentation) they will walk around the room and read paragraphs of the text as they will be hanging on walls. Then, they will tell their partners which facts they liked the most. After this students will get the whole text and 4 questions to answer. This they will practice scanning. The next step will be speaking, students will talk in small buzz groups, discussing their opinions about lotteries and "chance games". This speaking practice will be followed by feedback.


Psqahaw1qbuvjlwi3mip language analysis 6 LA

Main Aims

  • To provide gist reading practice, using the jigsaw reading technique on the basis of a text (set of interesting facts) about lotteries in the context of power and money.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of lotteries.


Warm up (2-3 minutes) • To engage students, to make them interested in our lesson.

I will bring and show students a lottery ticket and then i will ask them if i have any chance and if they play lotteries. This will help me to set the topic and activate schemata. I will ask students how many lotteries exist in Turkey ( 5 legal lotteries), if they buy tickets regularly and what they think about lotteries in general.

Eliciting new words ( voc.) (12-15 minutes) • To introduce new words, that students will see in the text.

I`m planning to elicit some words from the text, that will be new for students. It will be: to raise money, to derive, voluntary, payment, lump sum, to exploit, fraction, to split, fund, addictive. Words will be elicited in the logical order, so for students it will be easier to understand them. 1. What is the lottery? - Entertainment. 2. Why do you think governments need lotteries? - To raise money. 3. Do we buy tickets because we want? - Voluntary. 4. Who plays lotteries? Do lotteries use hopes of poor people? - To exploit? 5. Is it better to save money and not to buy tickets? - Fund. 6. If we ween a lottery, is it some special event? how do we call money, that we pay or get for some special reason? - Lump sum. 7. How do we call money that someone pays us in general, or we pay, for example every month we pay bills, what is that? - Payment. 8. What happens if a few people win a lottery, what do they do with money? - To split. 9. And each winner gets a piece, how do we call this piece? - A fraction. 10. Can we call lotteries some kind of gambling? Is it bad? Do we get used to them? How can we call it? - Addiction. Make an adjective. 11. When i ask you to make another word, another part of speech from the word that we have, how is it called? what do we do? - To derive. To check how students understood these words, we will have a matching activity, where students will have to match words with synonyms or definitions.

Jigsaw reading (5-7 minutes) • Skimming

At first students will find their partners ( the way how they do it will depend on amount of students - if there are just 6 of them - no use to create something complicated, if there are 8 of them - "chicken" method may be used). The text consist of 10 facts about lotteries, so this text will be cut in 10 pieces, that will be placed around the room. Students will get up, walk around and read the facts for a few min. When the time is over, they will take a sit with their partners and tell each other about facts that were the most interesting and the most impressive for them.

Detailed reading (6-8 minutes) • To practice scanning

Students will individually, they will get the whole text and questions, they will have to find answers in the text. After that they will check them with partners. Then, students will write answers on the board ( preferably to ask quiet and weak students, and they will have to explain why they think so, this they have more chance to talk, it will help to provide feedback and give a chance to weaker students).

Finisher (10-13 minutes) • To provide speaking practice

Students will be divided into small buzz groups. They will walk around, changing partners discussing the following questions: Have they ever played lottery? Do they buy tickets regularly? Have they ever won something? Are they lucky and do they believe in luck? As they like to talk they will enjoy it a lot, but the last 2 min of the lesson will be dedicated to feedback and correcting mistakes.

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