Mohamed Khalaf Mohamed Khalaf

DELTA MODULE 2 - Pr-interview Task
Pre-intermediate level


In this class, I have 12 Egyptian students from the faculty of economics and political science at the Future University in Egypt. The lesson focuses on developing students’ reading skills, mainly for academic purposes. Although the students are all placed at B1 level, there’s certainly a mix of levels and abilities; some seem significantly higher than B1 while the others are hardly A2.


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Main Aims

  • To provide gist, scan and detailed reading practice using a text about best and worst countries to be an expatriate and I'll be able to assess the students progress through a series of tasks that tackle these sub-skills.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation and debate in the context of living abroad.


Lead-in (3-5 minutes) • To set lesson context, create interest and activate students schemata

Teacher asks students: Have you traveled abroad before? Where? What did you like/dislike there? Students talk in pairs. T asks students if they have anything in common or unusual during their trips.

Pre-Reading (11-14 minutes) • To prepare students for the text and make it more accessible - Pre-teach vocabulary

T projects the colored map (Appendix 1) and asks the students to guess what the dark red and blue colors might refer to. T might need to help with 2 or three country names if the ss' geographical knowledge is not wide enough. T listens to SS' guesses without confirming their answers at this stage. T chests the vocabulary handout telling them they are going to work in pairs to match the words to their definitions clarifying that these words are taken from the text they are going to read. T nominates SS for feedback then asks concept checking questions and uses sense relations to check understanding.

While-Reading #1 (2-3 minutes) • To provide students with less challenging gist reading task (Previewing &Skimming)

T chests the text (without a title, see Appendix 2) and asks SS to read quickly and stresses a time limit of 2 minutes to come up with a title for the text. SS will also check their guesses for the colored map. T accepts any suitable title and confirms the correct guesses for the red and blue colors on the map.

While-Reading #2 (7-11 minutes) • To provide students with a bit more challenging reading for specific information task (Scanning)

*Scanning 1 T writes these four numbers on the white board: a- 34 b- 24 c- 15 d- two Then allows SS only 2 minutes to read the text again and find out what these numbers refer to. T raises the SS awareness of scanning by eliciting how to answer this task quickly. T confirms the SS answers (or might respond to the question himself advising them to move their eyes quickly to spot the numbers and read only around them). SS work alone then check their answers in pairs. T provides feedback. *Scanning 2 T chests Task (2) asking SS to read and write true (T), false (F) or does not say (DNS) next to the statements. T restricts SS to 3 minutes maximum for the task. (Before handing them the task, T should check how SS are going to approach the task and do it in the time limit allowed). SS check their answers in pairs. T gives feedback.

While-Reading #3 (10-15 minutes) • To provide students with more challenging reading task (Reading for detail & identifying audience and purpose)

T chests (Task 3) and asks SS to read the text again to answer the questions. T asks the students to work individually first then check their answers in pairs (preferably new ones). T should set and monitor from a distance while some quiet music is being played in the background. After the SS check together, T projects the answers for feedback. T divides the class into 3 groups and assigns a spokesperson for each one then asks SS this question: After reading this article, would you sign up at this website to receive similar articles? Why? Why not? T allows 3 to 5 minutes discussion, then the spokesperson gives a summary of the discussion to the whole class.

Post-Reading (10-15 minutes) • To provide with an opportunity to respond to the text. To move from reception to production (Speaking for fluency)

T chests task 4 and asks SS to mingle in the classroom to meet at least 3 SS and have a discussion with them using the questions in the handout with follow-up questions. T demonstrates a question or two with SS before starting the activity. T encourages SS to use vocabulary from the text. T monitors discreetly and helps when needed. T asks SS about the interesting information they found about each other. Debate: Are you in favor of living as an expatriate in another country or should you stay and succeed in your country? T divides the class into two teams and asks team 1 to brainstorm about why it is a good idea to go and live somewhere else, while team 2 brainstorms why it's important to stay and help your country develop? T helps during the brainstorming stage and writes some signposting phrases relevant to debates on the board. Then asks each team to nominate a representative. The two representative have a debate. The whole class claps their hands for the winner.

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