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Reading Lesson/ Rosa Parks
Upper intermediate level


In this lesson, students will practice reading for gist and detail.They will be able to acquire some new vocabulary about different ways of protesting in the context. Firstly, they will learn the lexis by showing the pictures on the WB and after that they will read the text about “Rosa Parks and her courageous action in the 1960s”. Following that, they will participate the vocabulary and awareness raising activities including the context.


Abc Straightforward upper intermediate student's book

Main Aims

  • To provide gist and scan in the context of The abolition of the segregation laws in the U.S

Subsidiary Aims

  • To provide clarification in the context of protesting


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

T will start the lesson by asking the students: Imagine that you are strongly disagree with sth done by government of your country, can you tell me a peaceful way of protesting? Ss discuss this and give examples. T will show some pictures of protesting (eg. Sit-ins blocking roads, marches, boycotting things)The visuals will stay on the board to remind them the meanings. Besides, T will ask which freedom is the most important for them. They will also see some visuals of segregation, slavery, freedom of press.T will show the pictures of segregation in the U.S to elicit the word. Then T asks CCQS, where did this happen, in which year etc. T will have them check their background information about U.S. in 1960s and the ss will add sth that they know about this period of time.

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

Ss will be given HOs including 4 reading activities and the text. T gives instructions to the ss for gist reading.They will be looking for the answers to the questions in ex.1 in 2 min. T Asks ICQs. They will check in pairs and they will be asked to read out loud their answers. T shows the answers on the WB to engage the context as well.

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

In this stage, the ss read the text again but this time for detail. They will find if the sentences in the ex.2 are T or F. First They will check their answers in pairs.T gives the correct answers to the questions with an answer key. Besides,ask them to underline the parts of the text that helped them to answer the questions.

Post reading (5-6 minutes)

T shows the exercise 3 and gives the instructions, asks ICQS.They fill in the blanks with the words in the text.They will check in pairs and come to the board to fill them in.

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

The main aim of this lesson is reading and T wants to give an awareness raising task. Ss will close the text. T will write a table on the board, but only fill in the words with verbs and ask ss to copy the table. The ss already know the words from the text and they try to remember the original subjects also the exact words coming after the verbs. T will elicit the answer in the first row to show them. Ss will work in pairs.They shouldn't look at the text again until they have written sth in each space on the table. Ss will check their answers in pairs and come to the WB to fill them in.

If time activity (3-4 minutes) • To provide an opportunity respond to the text and expand on what they've learned

T has them think of a courageous person in the history of their country. They could discuss about the similarities in their own history. While discussing, T could monitor the ss and get the FB. Do they understand the text? Is the topic interesting to talk about? Do they use the words that they learn in the lesson? WCF,delayed error correction, as necessary

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