Houda Mataame Houda Mataame

Sixth TP 04 Oct 13
Pre-intermediate - B1 level


The main focus of this lesson will be reading in the context of cars. Students will have to do a reading for gist activity and then reading for detail. I will also do a short vocabulary pre-teaching session to prepare the students for the text.


Abc Text and picture clippings
Abc Exercise page p.113
Abc Images

Main Aims

  • Reading. The students will be able to practice both reading for gist and reading for detail skills during the first activities.

Subsidiary Aims

  • 1. Vocabulary: vocabulary pre-teaching in order to prepare the students for the text. 2. Speaking: semi-controlled speaking activities during the productive stage.


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

- I will ask the students their opinion about cars. "who likes cars?" - "who doesn't like cars?" - "who thinks cars are just a convenience?" - Ask some students for their opinions.

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

- I will pre-teach some vocabulary to prepare the students for the text. - I will use images and try to elicit. If they are not familiar with the words, I will teach them, then drill. I will then stick the images on the board, show the stress and label them.

While-Reading #1 (4-6 minutes) • To provide students with less challenging gist and specific information reading tasks

- Divide the students in pairs. - Show the material to the students. Tell them that I am about to give them the clippings and give them instructions. - Distribute picture and text clippings. Tell them to do a short reading for gist and match the pictures. - Put the answers on the board and ask them to check.

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

- Divide the students in pairs. - Ask them to read for detail and find out which car created the most problems to its owner. - Monitor and put the answer on the board.

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

- Divide students in pairs. - Ask them to discuss: "what was the first car you drove?" or "what was the first car you remember going in as a child?" - Demo. - Monitor.

Post Reading #2 (6-8 minutes) • To encourage students to practice fluency in TL in the context of cars

- Divide students in pairs. - Demo the exercise and give instructions. - Ask the students to talk about their dream car with their partners. - Monitor. - Semi-controlled activity.

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