Cook TP5: Reading
Upper intermediate level


Students will do a jigsaw reading task about inspirational teenagers, working extensively in groups and pairs to help each other with vocabulary and get extensive speaking practice.


No materials added to this plan yet.

Main Aims

  • To provide detailed reading practice using a text about inspirational young people in the context of jigsaw reading exercise

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of discussing said youth.


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Have students talk in groups about what they were like when they were teenagers. Use myself as an example (Generally respectful but joked around a lot, good student but sometimes lazy, loved playing and watching basketball and other games, loved animals, started drinking beer, etc.). Students may share some things about their partners.

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

Students will answer four questions projected on the board about how teenagers are perceived by adults and vice versa. They will discuss these questions for 2-3 minutes in threes. 2+ minutes minutes of feedback will follow to share some thoughts/responses and try to get different generational and cultural perspectives from the class. Students will then be instructed to predict the content of an article based on three photos and an introduction which will all be projected onto the board. Students discuss in their groups and assist each other with vocabulary. Vocab will be clarified and drilled and the groups will share their thoughts on the questions. (5 minutes)

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Instructions will again be projected on the board for this jigsaw reading exercise. Students will be split into two (or four) large groups to read two different pieces and discuss them, help each other with vocabulary, etc. First they will do a quick reading to test their predictions and spot difficult words to work out as a group as I monitor. Then they will be given questions to respond to in a more detailed reading. They may discuss their answers before the next stage when they will be paired with someone from the other group. The pairs will ask each other the questions about their subjects and try to answer in their own words, only referring to the text if necessary. After the students exchange info, whole class feedback will follow.

While-Reading/Listening #2 (12-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students will read the piece about Sarah and then work with a partner and answer the same questions from the previous exercise about her. They will match three quotes with the three subjects and then form groups of four and discuss their answer. They will then continue to discuss the puzzle as a whole and especially focus on how Sarah's life is different from the other subjects and to consider different types of success. Finally they will discuss the three questions from the 'what do you think' section and if time permits they should try to come up with other examples of "inspirational teenagers" locally or worldwide. Whole class feedback will follow where students can share and discuss their impressions and other examples they came up with.

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