Kubra Akgun Kubra Akgun

TP 5
B1 Intermediate level


In this lesson students will learn different vocabulary related to illusion and magic, then they will read a text about a magician and practice reading for gist by reading the text quickly to get a general understanding and choosing the best explanation for “the secret is really out of the bag”. Then, they will practise reading for detail by reading the text again and deciding which statements are true and which are false and correcting the false statements.


Abc SsBk - U10a - p.96 - Vocabulary Ex 1
Abc SsBk - U10a - p.96 - Reading Ex 2
Abc SsBk - U10a - p.96 - Vocabulary Ex 2

Main Aims

  • To enable students to develop their reading skills for gist and detailed understanding in the context of reading an article about magicians and their secrets.

Subsidiary Aims

  • To introduce students vocabulary related to the context of the reading text (magic, magicians and secrets): audience, fake, perform, pretend, stage, vanish, etc.


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

Show students pictures of famous magicians. See if they know who they are. Ask them if they like watching magic tricks. Get them to talk about the topic and assess their level of vocabulary. Give them any essential words they don’t know (e.g. magic, magician, trick, etc.) Students look at pictures, try to guess who they are and give their opinion about magic.

Pre-Reading/Vocabulary (5-7 minutes) • To introduce vocabulary related to the topic in order to prepare students for the text

Give Ss HO of vocabulary exercise 1. Ss work in pairs and try to replace the underlined words with the words in the box. Ask early finishing Ss to come to the WB and write their answers. Check with W/C. Explain any words they don’t understand using CCQs.

Reading for gist (3-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Give Ss the reading text. Ask them to read quickly, not worrying about new language and choose the best explanation for “the secret is really out of the bag”. Give Ss a time limit to read. Students read individually.

Peer Check (1-3 minutes) • To boost Ss confidence and encourage peer learning.

Ask students to check with partners to see if they agree and share reasons.

Feedback (1-3 minutes) • To check students have understood the text

Check students’ answers and get them to justify their answers by referring to the text.

Reading for detail (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Hand out the T/F statements. Get the students to read the text again and say if the sentences are T or F. Set time limit. Students read individually. Prompt early finishing students to write the correct version of the false sentences and write the answers on the WB.

Feedback (2-4 minutes) • To check students have understood the text

Check the answers on the board with W/C. Focus on any problem areas and refer the Ss back to the text to clarify.

Post-Reading/Speaking (4-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask students what the best magic tricks they have seen are and if they have any idea how these tricks work. Students work in groups of three and tell each other about the best tricks they have seen. Monitor and note down errors for giving feedback in the following stage.

Language Feedback (3-5 minutes) • To clarify common errors and give Ss language they lack

Correct common errors Ss produced and give useful language Ss needed during speaking.

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