Poh Chan, Leng Poh Chan, Leng

Reading and Speaking
Upper Intermediate level


In this lesson, to give Ss practice in integrated skills of intensive reading of a story extracted from a book. The topic of the text will stir up a very good discussion for the Ss. At the end of the lesson, they'll have the opportunity to brainstorm and have an opinion of right and wrong.


Abc Scanning race-for facts (pre-reading)
Abc cut-ups
Abc HO # 1
Abc HO #2

Main Aims

  • To give Ss practice in the integrated skills of reading for detail, reading for gist and practice speaking for fluency by expressing their opinion in the moral of the text.

Subsidiary Aims

  • To give Ss practice of speaking for fluency by expressing their opinion in discussion. Using the correct lexis in their discussions.


Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

Write on WB 'no longer at ease'. PW, Ss discuss what this mean? Instruct Ss to find the mood of the short anecdote; while listening, connect the mood to this phrase. Ss task, this will enable Ss to check if the meaning is correct from what it's been discussed earlier. ICQ: what are you to look for while listening to this story? Feedback: Elicit what no longer at ease means (not comfortable anymore) CCQ: What have changed? How do I feel now?

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

PW, have Ss look at the text (only the book cover) and discuss, What can they tell about this person, Obi? Have Ss give a quick feedback. Divide Ss into two teams. Have Ss scan through the text to answer questions say out by the T. Check answer, if it isn't correct, elicit answer then repeat process.The first Ss that write on WB the correct answer will get a point for their team. At the same time, have Ss underline the vocabs that they don't know. while they gist reading the text for the activity. ICQ: If you don't know a word, what do you do? When activity is finished, write the vocabs on WB. In their teams, where possible have Ss peer-teach some of the vocabs. If not help by using CCQs to check understanding.

While-Reading (2-3 minutes) • To provide students with less challenging gist and specific information reading tasks

PW, Ss match the cut-ups into appropriate sentences. Have peer-check. Give Ss the correct answers on a sheet of paper.

While-Reading (3-5 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

In GW, Ss discuss and use the text to answer HO with these words honest/dishonest uncertain/confident have a clear/guilty conscience Feedback, Ss from each group. TTT Elicit the vocabs above that they don't know Have Ss that know the meaning will clarify. Check by using CCQs for vocabs they don't know Choral Drill on pronunciations.

Post-Reading (13-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In PW, ask Ss who they sympathize with most and why? Elicit the meaning of sympathize. CCQ: when you see someone in trouble, how do you feel? Give Ss text page 128 and have Ss read through quickly. Ask Ss if they still sympathize with Obi? HO Ss discuss, "what would you do if you were Obi?" "Would you take the bribe?" "Do you think it's right or wrong for Obi to take the bribe?" T-S, read: Obi is found with the money by the Nigerian police and goes on trial. Give the text about Obi's trial to read to conclude the outcome of Obi's action.

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