Rebecca Hughes Rebecca Hughes

LP 6
Upper-Intermediate level


In this lesson, students will look at a reading about 'facts about the lottery'. From this they will decide if they are for or against the lottery or if they are neautral. They will work on their persuasion skills and the vocabulary they have learned in previous lessons to debate about the lottery.


No materials added to this plan yet.

Main Aims

  • To provide gist and detailed reading practice using a text about the lottery in the context of to create a debate

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of the lottery


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

I will start my lesson with a bubble on the board with the word 'lottery' inside. I will then ask the students to talk in pairs and discuss everything they know about the lottery. It can be general facts or personal information or stories. After a couple of minutes to have an idea, i will elicit a few things which they already know about the lottery. I will also ask whether they think the lottery is good or bad.

Pre teaching (4-6 minutes) • To pre teach any vocabulary students may struggle with inside the text

For this task I will show a list of words on the board which may be difficult for them in the text, they must discuss which words they might already know, and which ones they don't. After they can teach eachother the words, and lastly, any words which they are still unfamiliar with, I will provide definitions and synonyms for meaning and understanding,

Pre-Reading (3-5 minutes) • To prepare students for the text and have them predict the answers.

For the preparation for the text I will provide a prediction task where they will guess the answers to a few small questions about the facts taken from the text. They should work individually for this task and then compare their answers to their partners. I will have some feedback, but no right or wrong answers will be revealed, just justification for their predictions, ICQs- Do we know the answer or are we just guessing? (guessing) Are we working together or alone? (alone)

While-Reading #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading task

When they first receive the text, students will have 2 questions to answer, 'How many countries are mentioned?' and 'Which facts do they think are the most interesting?' they will be given a short time limit (1-2 minutes) to read the text and understand the general idea. After they can compare their answers with their partners and we will discuss them during WCFB.

While-Reading #2 (6-8 minutes) • To provide students with more challenging detailed, deduction and inference reading task

Students are giving a worksheet with 3 columns, one will say 'for' one will say 'neutral' and the other 'against'. Students must categorize each fact and opinions into one of the three groups, they should look for keywords which I will display on the board to prompt them. An answer key will be provided once they have peer checked their answers. Are we categorizing the facts? (yes) are we working in pairs or alone? (pairs)

Post-Reading (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

This will be the freer activity and the bulk of the lesson. I will split the students into groups of 3, student A will be a news reporter who works for the lottery, they must convince student B to buy a lottery ticket and why they should buy it, on the other hand, student C is working in a rehabilitation center for gamblers. They must convince student B not to buy the lottery tickets, Once they have discussed for a while, they can swap roles and partners and argue for the other side. ICQs - What is student A fighting for? (For the lottery) Student C? (against) B? (deciding)

If time....(elaboration on freer activity) (8-10 minutes) • To provide students with more use of the TL,

I will then split the class into 2 groups, one group will argue for why it would be good to be rich and famous, the other will argue the cons of being rich and famous, this will broaden my context but still be focused on the context of money and power. I will nominate one student from each group to script what their team is saying on the board, I will make this a comeptition like task and have the most persuasive team win,

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