Amelia Amelia

TP 5 Reading
Beginner level


In this lesson, students will practice gist and detailed reading skills in the context of a reading about Vancouver BC, Canada. Students will be exposed to and practice using vocabulary to describe elements of the city through a matching activity and through the reading itself.


Abc P. 61 Reading with blanks for title gap fill
Abc PPT of reading with blanks for titles
Abc Vocab Pictures/Matching Sets
Abc P. 60 Act. 4 Reading Questions and Adjective Chart
Abc p. 60 Adjective Chart Answer Key
Abc PPT pictures for lead-in

Main Aims

  • To provide practice of gist and detailed reading skills in the context of a text about Vancouver, Canada.

Subsidiary Aims

  • To provide exposure to and practice using vocabulary related to describing a city (Vancouver, BC)


Stage 1: Warmer/Lead-in (3-5 minutes) • To set the lesson context (Vancouver, BC, Canada) and transition from the context of the previous lessons smoothly

-Project images of Vancouver, BC and try to elicit the city name. If SS don't know it, give the name and drill pronunciation -Project image of Vancouver on the map and ask if it is near the U.S. or far, and have SS make some guesses about what it is like (sunny? rainy? Is there a sea? What can you do there?)

Stage 2: Pre-Reading Vocab Matching (10-12 minutes) • To prepare students for the reading activities by pre-teaching key vocabulary

-SS work in groups to match vocabulary with pictures on the wall (using sticky tack) -When finished, groups check the pictures of the group next to theirs -When all groups have the pictures in the right order (monitor to check this), SS sit down -Project several pictures of difficult ones (trolley bus, ferry, etc.) and drill -Drill words I hear SS pronouncing incorrectly. Possibilities: mountains, beach, trolley bus

Stage 3: Gist Reading Title Match (10-12 minutes) • To practice gist reading skills, and to prepare students for the more challenging detail reading task

-Mix up groups by moving a few people from each group to another seating group -Project reading on board. Elicit title and paragraph headings (what is this? and point to title. What are these? a point to paragraph heading box). Highlight the first one ("Where is it?") and where it has been written in. -SS will write the paragraph headings in the correct box -SS will have a limited time, 3 mins. ICQ to ensure SS are reading quickly: Will you read fast or slow? (fast) How many minutes do you have? (3) -Give SS reading -SS pair check answers: "Check, do you have the same?" -Nominate SS who finish checking to write headings on projection -Tell WC to check, "Do you have the same?" as the board

Stage 4: Reading for Details (14-16 minutes) • To provide students with more challenging detailed reading task

-SS read the questions and write the answers from the text -Model first sentence: Where is Vancouver? Point to paragraph heading "where is it" to model they can use headings to help them -HO questions; SS work individually to answer questions -Model partner check: use a SS and ask questions of them (Nurgul, where is Vancouver? ...); tell SS to check with their partner to see if they have the same -After peer check, select a student to answer #2. Tell that student to ask someone #3.

Stage 5: Post-reading Adjective Chart Fill (6-8 minutes) • To practice identifying adjectives, and to try to deduce their meaning in the context of the reading

-Mix pairs (stand up if you are wearing something red, etc. and switch) -Project gap fill on board, with no titles for "adjectives" and "nouns" -Elicit "adjective" and "noun" using the columns with the first one filled in -Write: Vancouver is a busy city. Label "busy" (adj.) and city (noun) -Direct SS's attention to the reading, especially to the sentences under the heading because some of the adjectives are there -SS work in pairs to fill out the chart using the reading -Select SS to tell me about a few difficult ones (spectacular, excellent, delicious). Check meaning and drill as needed. -Give SS HO with answers

Stage 6: Speaking Activity (Time Permitting) (5-8 minutes) • To provide controlled practice speaking the target vocabulary and adjectives to describe the city

-Draw SS attention to the model question and answer on the adjective chart answer key. Model with a student. -Take turns asking each other "are there" questions about Vancouver, using the adjectives in their answers -SS stand up. If they have a blue dot on their answer key, they will find a SS with a red dot. This will be their partner for the speaking activity.

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