Deniz Erkan Deniz Erkan

Reading News Stories
Intermediate level


-In this lesson, students develop their receptive skills of skimming and detailed reading through news articles in the context of news stories. In addition, by the end of this lesson, students will have practised their speaking for oral fluency, which will be also supported with a new lexis related to news stories. -The lesson procedure consist of a pre-reading stage with pre-teaching lexis, followed by two while-reading stages and the lesson is concluded with a guided freer practice.


Abc Find the Words; Vocabulary Matching Quiz
Abc Projector
Abc The Article Summaries Handout
Abc Pre-Teaching Vocabulary Related Pictures
Abc Headlines of the News Articles Handout
Abc The News Articles Handout
Abc Board and Marker
Abc Cutting Edge Intermediate Students Book Third Edition

Main Aims

  • To provide gist and detailed reading practice using four short texts related to news in the context of news stories.

Subsidiary Aims

  • To provide clarification of a lexical set related to news articles in the context of news stories.
  • To provide fluency speaking practice in a conversational setting in the context of cinema and television through personalised questions.


Stage 1 - Lead-in (3-5 minutes) • To set lesson context and engage students

-As a Lead-in, the teacher asks students personalised questions from the course book (Cutting Edge Intermediate Students Book) to familiarise them with the context. -Students answer the questions individually, comparing their answers in pairs. -2 minutes are given for this task. The questions are; "Do you read a newspaper everyday?" "Do you usually check the news online?" "Are you interested in the news? -Answers to the questions are shared with the whole class. -Followed by the teacher asking students to introduce them even further in to the context of News Stories; "Which ways of finding out the news are most popular?" "Which way do you think is the best?" -Students work in groups to answers the questions and compare their results.

Stage 2 - Pre-Reading: Pre-Teaching Vocabulary and Predictions About the Context & Text(s) (10-12 minutes) • To prepare students for the text by making it compherensible and to engage students to the upcoming context.

-The teacher tells the whole class that they are going to read some news items from English newspapers. -The first Pre-Reading activity is initiated by the teacher with the pre-teaching of the necessary vocabulary through elicitation, concept checking - if necessary - drilling of the difficult words, and writing the words on the board. -Pictures related to the new set of vocabulary are demonstrated for elicitation. "to sue someone" "the main feature" "consecutive" "to go down on one knee" -Pre-teaching vocabulary is followed by the predictions about the context and the articles. -The headings from the text(s) are projected on the board by the teacher, -The ideas about the text(s) are elicited from the students by the teacher. -Students work in pairs and share their answers with the whole class. -Students are given 3 minutes make predictions about the text(s). The headings are provided below; "German DJ breaks record" "TV weather presenter gets on air proposal" "Woman sues movie theatre" "Who's watching the audience?"

Stage 3 - While-Reading #1: Skimming (4-6 minutes) • To provide students with less challenging skimming task.

-Headlines of the articles are provided by the teacher as handouts to students. -Students are instructed to skim the articles quickly in 3 minutes to match them with the headlines. -Students are told that they will have another chance to read the articles more carefully afterwards. -Students check their answers in pairs "Did you make correct guesses?" Answers for the skim and match activity: 1. C 2. D 3. A 4. B

Stage 4 - While-Reading #2: Reading in Detail (14-16 minutes) • To provide students with a more challenging detailed reading task.

-For a more challenging detailed reading While-Reading activity, students are asked choose the most appropriate sentences to summarise the articles by reading the articles once more. -During this stage, students read the articles in details, without a certain time limit - they may have as much time as needed. -Students work individually, and checking their answers in pairs after completing the task. -The answers are elicited by the teacher as feedback, and checked with the whole class. Answers: 1- she had to wait a long time to see the film 2- show pictures of the audience 3- towards, he was extremely tired 4- surprised, she didn't expect her boyfriend to propose

Stage 5 - Follow Up: Find the Words, Vocabulary (Optional) (4-8 minutes) • To provide practise of students' vocabulary through a word matching game.

-If there is a suitable time period after Stage 4, the vocabulary game is initiated by the teacher. -Handouts of the Activity 5 from the course book are distributed among the students. -As a demo, the teacher elicits the first answer from a stronger student. -Students work individually, checking their answers in pairs after completing the task. -The answers with provided with an answer key. -Difficult words such as audience, applaud, and broadcast are drilled with the whole class. Answers: 1. a trailer 2. a romantic comedy 3. the audience 4. a broadcast 5. the set 6. a graphic 7. to applaud

Stage 5 - Post-Reading: Freer Activity - Speaking for Oral Fluency (6-10 minutes) • To provide practise of speaking for fluency within the context the text and expand on what they have learned.

-During the Post-Reading stage, students are expected to produce the language without fraying away from the context, speaking for fluency is targeted. -4 personal opinion questions are asked, the teacher monitors the students, and projects the answers on the board. -In pairs, students discuss the questions they chose. -The questions, taken from the course book, are provided below: "Should there be fewer adverts and trailers in cinemas or do you like watching them?" "Is it important that people are stopped from making illegal copies of films? Why / Why not?" "Has anything unusual (like Marty's proposal) ever happeed on live TV in your country?" -Cutting Edge Intermediate Students Book Third Edition, Page 71, Task 6.

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