Seosamh Mac Giolla Phadraig Seosamh Mac Giolla Phadraig

Right Place, Wrong Person
A2+ Pre-intermediate level


In this lesson, Ss will practice reading for gist, specific information and detail, and they will practise deducing meaning through the context of a holiday that went wrong.


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Main Aims

  • To provide Ss with practice in reading for gist, specific information and detail, and to practise deducing meaning through the context of a holiday that went wrong.

Subsidiary Aims

  • To introduce to lexis based on the subject of holidays.To give Ss practice in speaking for fluency through the context of holidays.


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

T projects 4 photographs and class guesses what the context is. The answer is 'Right Place, Wrong Person'. T divides Ss into pairs and each pair is assigned a specific photograph numbered 1 to 4. T tasks pairs to discuss a photograph by focusing on what they see so people's physical descriptions, personal characteristics, actions etc. This will recycle lexis from previous lessons on physical appearances and characteristics. One S from each group then explains what they see in their picture.

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

T shows PPT slide with the Reading passages title (The place is perfect, the weather is wonderful ........) and asks students to explain the meaning. T gives out H/O 2. T places Ss in alternate pairs from the lead in exercise and gives them Task 1A. This should take 1 minute for the writing and two minutes for the discussion. T monitors the comparison discussion. T picks random Ss from pairs and asks them to describe what their partner likes doing on hoiday. T keeps Ss in same pairs so they can ask each other survey questions from Task 1B. T monitors the p/w. T reassigns pairs again and tasks them to Task 1C. - This should take 3 minutes. T projects this on the board and markers in the answer.

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T explains to Ss that they will read two different texts. Group A students will read about Joe's holiday and Group B will read about Laura's. T projects the H/Os on the w/b. T projects the reading for gist question. T distributes H/O 3 to the Ss with one half of the class receiving the A version and the other half the B version. Ss read their scripts. T monitors and gives answer within the group.

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed reading task in seeking information.

Ss work alone and read for detailed information that will answer the questions from 2C in H/O 3. T monitors the IW and gives feedback where appropriate. Ss peer check their answers within their group. Regroup A and B Ss together, so they can tell each other what they read.

Post-Reading/Listening (3-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T writes up definitions for the 7 highlighted words/phrases from the reading texts on the w/b and hands out cuts outs of the words to pairs of students, so they can discuss what definition it should be matched with. Ss discuss the placement for 2 minutes. Pair reps come forward to the board to place the word. GW will assessing whether it is right or wrong and the reason why it isn't.

Post-reading 2 (4-6 minutes) • To allow Ss to respond to the text and give their opinions about the situations.

T places the Ss in pairs and asks them to discuss their views on traveling with people on holidays and to mention the advantages and disadvantages.

Delayed Correction (3-5 minutes) • To provide group feedback on the Post-reading discussion stage

T verbally speaks the sentences where he has heard grammatical or pronunciation errors and asks Ss to identify or fix the error.

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