mishaal mishaal

My TP 01
Upper Intermediate level


This lesson will predominantly cover receptive skills and vocabulary. Reading for gist and specific information related to two passages regarding the supernatural. Once the aims are completed, work on productive skills with a conversation to practice and contextualize the passages read.


Main Aims

  • Reading for gist and detail in context of "Hard to believe" stories

Subsidiary Aims

  • Listening for detail in the context of strange and unbelievable stories.


Warmer/Lead-in (6-10 minutes) • To set lesson context and engage students

- start with the quote by Stuart Chase on pg 8 of the students book - The teacher begins by writing the quote on the board with the words "necessary" and "possible" missing. Elicit these two words from the students and complete the quote. - Next, the teacher hands over the material (Exercise 1 - matching activity) to elicit meanings of the words CLAIRVOYANT, FRAUDULENT , SPOOKY and MYSTERIOUS - Show a clip from "GHOST HUNTERS" on you tube. Ask SS if they believe this is real or if they think it is a fake or set up. How does the quote apply? Do they feel things should be proved before being believed? If topic of religion comes up, guide them back to spooky occurrences.

While-Reading/Listening #1 (10-15 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Teacher nominates the students into A/B using method of alternate selections according to the way they are seated. - Teacher has them complete task "a" on pg 8 of - Give out handouts having the beginnings of the two true stories (A & B) to the relevant student grouped A or B - Teacher asks them to discuss what they might have in common - Next, distribute the handouts having the separate stories in their complete form. Again based on the order of grouping - Give them 3 mins to read the stories. - once they are done, ask them to guess the meaning of the highlighted words and complete the glossary - Discuss the answers of the glossary in two batches according to the grouping - Now, have the students verbally retell their stories to their partners. - Instruct the pairs to listen to each other's story. Instruct Student A to tell student B the important details from the story he read and explain any new words if necessary. - instruct Student B to listen to listen to A's story, clarify or ask the meaning of any word he/she doesn't know - ask the students to repeat the previous steps vice-versa - for feedback, ask the pairs to answer the questions (FILE - A & FILE - B) about the story read by student A & B to check their understanding.

Post-Reading/Listening (10-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Teacher reads the 3rd story to the students. - Read it a second to help them grasp it better and listen for details - Teacher asks the students to retell it to each other to check understanding - Teacher monitors the students while this happens - Teacher tells them they will hear the rest of the story and directs them to "ex d" - Lets the students listen to the audio clip twice - As feedback, put the questions of "d1" on the OHP and ask and discuss the answers

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