Allison Munn Allison Munn

CELTA TP4- Reading
Pre-Intermediate level


This lesson will focus on developing reading skills through gist and specific detail-based tasks, using the Experience-Text-Relationship approach. The students will start by discussing a scenario in small groups and will then match situation cards with appropriate apologies. Then they will organize sentence chunks of the passage in order and choose an appropriate title for the text. They will then read the passage individually and focus on specific detail questions to be discussed in pairs. Finally, they will revisit the situation cards and decide how these situations would be handled in Turkish culture.


Abc Lifestyles

Main Aims

  • To provide gist and detailed reading practice using a text about saying "sorry" in different cultures.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation and discussion in the context of apology practices in other countries and Turkey


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

I will divide the students into groups of 3. I will give each group the same scenario, similar to what Kate Fox describes in the reading, and ask them to discuss how they would respond. They will have 2 minutes to discuss in small groups, then we will share as a class for another 2 minutes.

Pre-Reading/Listening (10-12 minutes) • To provide students an opportunity to start thinking about the use of "sorry" in English before reading the text.

I will ask the students to divide into groups of 2 or 3, and I will give each group two sets of cards. One set will have situations describing a mistake, and the other set will have appropriate apologies. In pairs they will have to quickly match the apologies with the correct situations. When they have finished, we will review as a class. (This will be the "Experience" part of the ETR model)

While-Reading/Listening #1 (7-9 minutes) • To provide students with a less-challenging gist task

Students will continue working in pairs or groups of 3, and I will hand out sets of the reading exercise cut into different sentence chunks. They will need to arrange the sentence chunks in the correct order with their partner. I will give them 60-90 seconds to do this. When they have done this, I will ask them to choose an appropriate title for the article. Then I will have them review the order as a class, writing the first word of each sentence chunk on the board in the correct order.

While-Reading/Listening #2 (11-13 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

This time I will ask the students to read the passage more closely and individually. I will give them the comprehension questions listed on page 16 of Lifestyles, and have them consider these questions as they read. Then, I will ask them to discuss the questions in pairs. We will review as a class. ("Text" part of ETR)

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

For this part of the lesson, I would like the students to focus on how this text relates to their own experience ("Relationship" in the ETR model). I will ask them to look back at the matching cards they used for the first activity, and in groups of three I will have them decide if Turkish people would respond with "sorry" in each situation. Separate the situations by "yes" and "no." Why do they think Turkish culture looks at these situations differently? Be ready to share ideas as a class.

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