Hamed Hashemian Hamed Hashemian

Teachers' reaction
Intermediate,B1 level


In this lesson the students will learn the skimming and scanning. They will also learn how to guess the meaning of the unfamiliar words through the text. The text will come to their personal life as well(productive skill:speaking)


Main Aims

  • To provide gist reading practice using a text about I am a teacher, get me out of here in the context of teacher's role in class

Subsidiary Aims

  • To provide fluency speaking practice in a Conversation in the context of Personalized,the students' experience


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

I am going to set the context by showing them a short movie clip (kindergarten cop) and bringing up with 2 relevant questions. Giving them the chance to talk about them in pairs for 2 or 3 minutes.(ICQs=Are you going to write or speak?) Afterwards randomly express their opinions.(default the pair work).I find this part engaging and interesting. 1.What is his job?(Is it a good one or bad one) 2.How does he feel?

Pre-Reading (2-4 minutes) • To prepare students for the text and make it accessible

At the very beginning I will pre-teach two words that I find essential as blocking vocabularies. Two words:I will elicit the words by asking CCQs and if necessary I will write them on the WB and showing stress. 1.Pupils=students(What is another word for student which starts with P?) 2.Tackle the problem=(Do you have a big problem?) ok , when you are trying to solve a problem or find a solution for a problem we say TACKLE the problem.

While-Reading (6-8 minutes) • To provide students with less challenging gist and specific information reading task

(we are going to read a text about a teacher and I want you to look at the pictures and write down whatever comes to your mind about him (2 or 3 words)succinctly).The first stage is the concise power point and photos that I will display and ask them to what they see and how does the teacher feel in the picture(write down 2 or 3 words about the picture on a piece of paper individually). Afterwards I will give them a handout (reading text) and ask them to read it very quickly to see whether they are correct or not with their predictions.(ICQs:Are you going to write anything?No. How much time do you have(2-3 minutes ). After that the students will check their words and predictions together briefly. (skimming)

While-Reading (17-19 minutes) • To provide students with more challenging detailed, scanning and comprehension

The students will be given another folded handout which includes 3 detailed questions(WH questions). They will be given adequate time to read the text again more assiduously to respond the relevant questions.(Are you only going to read?No. So what are you going to do?-Answer the questions while reading. Are you going to do it alone or with partner?-definitely alone.). Afterwards they will check in pairs and I will stick the answers on the WB and some parts of the class and ask them to stand up and check (WCF). Now they will unfold their handouts and there are 6 words which are pulled out from the text. There are 6 definitions as well and they are requested to go through the text and guess the meanings and match them individually(ICQs:How many words are you going to match?6. Are you going to do it alone?Yes.) They will be given the sufficient time to do it individually and afterwards check it together in pairs. For the WCF I will stick the right answer keys under their chairs.

Post-Reading (8-10 minutes) • To personalize the situationa and talk about their own experiences

First and foremost I will divide the class into three or four (depending on the number of students) groups. I am going to arise two questions about their own experience of being student. They will talk to each other and afterwards they will express themselves.(I will do the delayed error correction as well) 1.Who was your best teacher?(school/university) 2.why do you say that? 3.What makes him/her special for you?

Web site designed by: Nikue