Mariam Khalaf Mariam Khalaf

Reading and Vocabulary Lesson
Upper-Intermediate level


In this lesson, students will be introduced to new vocabulary through reading a text about free time and how it's spent.


Abc Handouts with the reading and exercises

Main Aims

  • To provide clarification, review and practice of the new lexis that are related to the reading text. In addition to having gist and reading for details reading to get familiar with the text

Subsidiary Aims

  • To provide clarification of meaning, form and pronunciation of words related to free time


Warmer/Lead-in (6-8 minutes) • To set lesson context and create interest for students. Make them guess what their reading will be about

Get students to brainstorm about the different things they spend their time doing in a week. Depending on the number of students, they will either work in groups or pairs. Ask them to discuss which ones they would like to spend more time on and which ones they would like to spend less time on for 2 minutes ICQ: Do you write it down? No ICQ: Do you work alone? No The teacher will elicit examples and reasons from the class for 2 minutes. The teacher will have a scale from 1-10 on the board. 1------ I have lots of time and I'm very relaxed. 2 3 4 5 6 7 8 9 10------ I have no time and I'm really stressed. The teacher will ask students to rate them selves on the scale Individually for 3 minutes. Then they can compare their answers with their partners 2 minutes Source: Speak out, Teachers book p. 61

Pre-Reading (12-15 minutes) • To prepare students for the text and to introduce them to the vocabulary they might not be familiar with from the text.

The teacher will ask the students to Work in pairs and try to guess the literal (basic) meaning of the words in the box. Which can be used with a drink, a phone and old clock or someone's face, and let them try to explain the meaning (3-5 minutes) Exercise 2A from Speak out, 2nd edition p. 44. Then the teacher will explain that these are verbs with multiple meanings. Answers: wind up an old clock, switch off a phone, focus on someone's face, recharge a phone, chill a drink. Wind up an old clock: to make a clock/toy/watch, etc work by turning a small handle or button several times. Switch off a phone: to turn off. Focus on someone's face: to give a lot of attention to one particular subject or thing. Recharge a phone: to fill a battery ( an object that provides a machine with power) with electricity so that it can work again. Chill a drink: to become cold, or to make someone or something become cold. The teacher will try to elicit the meaning from the students. FB: The teacher will check if the students understood the meaning by asking them to complete the sentences individually (3 minutes) Then the students will check their answers with their partners and see if all partners agree on the same answers. The Teacher will be monitoring closely. In case the students disagreed on any of the sentences she will do it with them. The teacher will explain that these verbs also have an informal or idiomatic meaning. The teacher will ask students to try to explain any of the idiomatic meanings they know in groups. then the students have to match the verbs from the box above with their informal meanings. The teacher will have the sentences on the board and students will come out and fill in the gaps. Exercise 2C from Speak out, 2nd edition p. 44. After students check their answers from exercise 2C. The teacher will write on the board (boring people, summer holiday, lazy Saturday) ask students which verbs could be used with these words without looking at their sheets. Then students have 2 minutes to do exercise 2D Individually and check their answers as a group. CCQ : Do these verbs have one meaning only? NO

While-Reading/ Gist Reading (6-8 minutes) • To provide students with a general idea about the text

Teacher will ask students to predict what is the reading about from the headline "More free time than ever? I don't think so!" ( In pairs for 2 minutes) The teacher will listen to their predictions and ask if they think it's positive or negative, the teacher will also ask if they think they have more free time than their parent's generation and why. (3 minutes) Then students have a look at the words in exercise 3A. They have 3 minutes to skim through the text and circle the topics they found in the article. and let them discuss in pairs if their predictions were correct.

While-Reading/Scanning (8-10 minutes) • Students will read for details and see which statements are supported by the text.

Students will be asked to look at the statements in exercise 3C individually and then scan through the text to find support for the statements. Students will check their answers in groups and check if they all have the same answers. The teacher will then give them key answer to check their answers. The teacher will be monitoring their discussion and check that they all have correct answers.

Post-Reading/ Productive Skill (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In pairs, students will be asked to read and discuss whether they agree or disagree with the opinions in exercise 4A from Speak out, 2nd edition p. 45, after they read and discuss they have to predict two things each expert might say on the topic. ICQ: How many predictions for each expert? 2 ICQ: How many predictions in total? 4 Then the teacher will elicit predictions from them but don't give them confirmations. She will provide them with the prediction from the Speak out, 2nd edition students book from pages 159, 160. In groups, students will discuss the questions in exercise 4C (Don't write, just discuss) The teacher will monitoring and will take notes in case of any mistakes and correct them on the board in the last 2 minutes of the class.

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