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Pre Int level


In this lesson, SS will be engaged S focused receptive skill development by reading for the gist and specific information related to the text about the founder of KFC, and then after aims are completed, work on productive skills with a questionnaire activity.


Main Aims

  • To provide gist, reading for specific info, detailed and scan reading practice using a text about the founder of KFC

Subsidiary Aims

  • To provide clarification and practice of target vocabulary in the context of how fast food began.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students and make the context of the lesson interesting for the SS

T shows some successful and well-known people's pictures and asks them to tell who they are. After receiving answers T gives some interesting facts about those people.

Pre-Reading (7-8 minutes) • To prepare students for the text and make it accessible

T shows a real picture of the founder of KFC and asks them who might be the person in the picture. If SS have difficulty guessing the name of the person, T shows another picture in which there is the logo of KFC. Once SS guess who the man is, T asks them what the text will be about, after eliciting answers T explains to them that they will read a text about Harland Sanders who was the founder of KFC and the fast food sector.T tells ss that they will receive a paper on which they need to match the words with their definitions in 3 minutes, they will work in pairs, after finishing the work, T asks them to peer check their answers with the other pairs.

While-Reading (8-9 minutes) • Gist reading/ skimming for a general idea

T tells ss that they will have some separated paragraphs. T asks them to put the separated paragraphs in order in pairs in 4 minutes.T also reminds them not to go line by line rather than that emphasizes that they need to skim the text very quickly. After they finish the activity, T asks them to walk to the other group and check if they get the same answer or not, and discuss it together in 4 minutes. After putting the paragraphs in order T asks SS to find a proper title for the text in pairs.When they finish with the title they can discuss why they chose that title with the whole class.

While-Reading (12-13 minutes) • To provide students with more challenging detailed, deduction and inference reading

T tells ss that they will have the whole text in a minute, but before distributing them the papers, T tells them that they will have some T/F sentences about the text, they will have 5 minutes to read the text in detail individually and decide whether the sentences are T/F, after finishing the activity T also asks them to work in pairs and check their answers with their partners in 4 minutes. Additionally, T reminds that they need to show evidence from the text about their answers.T explains that this time they will have some questions related to the text they have read. T groups ss in pairs and asks them to work with their partners, T also reminds them that they will have 5 minutes to finish the activity. Once they finish, they mingle around and see what the other group has done. Discuss the answers with the group members in 3 minutes. After they finish with their work, T gets FB about the text, asks CCQs to the students.

Post-Reading (8-9 minutes) • To provide with an opportunity to mingle around and get ideas from the students about fast food habits.

T shows ss the questionnaire about fast food and reads aloud some of the questions before. Then T asks them to work in pairs in 3 minutes

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