Copy of Charisma, Reading Lesson
Intermediate level


In this lesson the students will focus on one of the receptive skills reading and sub skills gist reading and reading for details. The activities that they will work on during the lesson will help them derive the meaning from the text by reading for gist and also reading for details. Most of the activities will be reading and then the students will be discussing after the reading. Apart from the lead in teacher will play a passive role and will be monitoring students for the errors and providing assistance.


Abc Discussion handout
Abc Questions handout
Abc Photos of famous people
Abc Vocabulary definitions and matching handout
Abc Discussion handout
Abc Discussion handout
Abc Discussion handout
Abc Discussion handout
Abc Discussion handout
Abc Discussion handout

Main Aims

  • To provide gist reading practice using a text about charisma in the context of charismatic people.
  • To provide detailed reading practice using a text about charismatic people.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of charismatic people.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students with the context before reading.

Start with writing two questions on the board. The questions are - What do you know about the people in the photos? - What are the three qualities you associate with each person? Ask students to work with the person next to them. Then give the flashcards with famous people on them. and ask them to discuss these two questions with their partners. Finally, ask about their ideas and take some notes on the board for the answers of the second question.

Pre- Teaching of Vocabulary- Pre- Reading (4-5 minutes) • To enable students to learn vocabulary which is essential for the reading practice.

Ask the students to work in groups of three. Give them the handouts with the definitions of some words from the text and the meanings of prefixes. Firstly, ask them to find the words in the article that meaning the following definitions. Then ask them to underline the prefixes in the words that they find. Then they match each prefix with one of these meanings. Finally, they check their answers with the other groups. Do whole class feedback. The words are; - ex- president - redefine - misunderstand - underrated - ex- baseball player - overshadowed

While-Reading/Listening #1 (3-4 minutes) • To provide students with less challenging gist and specific information reading/listening tasks.

Give the handout including the reading text. Write some questions on the board before they start reading for gist. The questions are; - Which people are mentioned in the article? - What do (or did) they do to earn living? Firtsly, ask the sts to read the questions then read the whole text quickly to find the answers for these two questions. Finally, do whole class feedback.

While-Reading/Listening #2 (7-8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks.

Ask them to work in pairs. Swap some of the partners before the activity. Give the handouts including the questions. The questions are; - Why is Bill Clinton so good at giving talks? - What mistake do people make about charisma? - Why is Oprah Winfrey famous? - What kind of relationship does she have with people who attend her shows? - How did Joe DiMaggio feel about Marilyn Monroe's charisma? Then tell the sts to walk around the classroom to check their answers. Finally, give them an answer key to check their own answers.

Post-Reading/Listening (7-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask them to work with groups of three. Give each group a card with two questions on it. The questions are; - If you were choosing photographs of people for an article about charismatic people, who would you choose? Why? - Is charisma the most important quality to posses if you want to be successful in your career? If not, what order qualities are important? While monitoring take notes about their mistakes and do delayed feedback.

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