Cem Cem

Dangers at sea
Intermediate level


In this lesson, students will practice their reading skills through an activity based on the dangers at sea. They will mainly be doing intensive reading, along with a small gist-reading task.


Abc Prereading Organiser
Abc Handout - Prenuptial agreement

Main Aims

  • To provide Ss with reading practice. They will read for gist as well as reading intensively. This should hopefully develop both aspects of their reading sub-skills. Ss will get a chance to talk about their own stories during the post-reading stage, also improving their speaking skills.

Subsidiary Aims

  • A sub aim is for Ss to familiarise themselves vocabulary items they may not have come across. They will also be exposed to suffixes/prefixes during the task


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

1) Hold up pictures and rotate them. Get Ss to guess the vocab. If not mime/elicit. 2) Keep going round and round until they are well-rehearsed (sort of like drilling). 3) Tell them we are going to read about the dangers of the sea.

Pre-Reading (Vocab) (5-8 minutes) • To prepare students for the text and make it accessible (eliciting vocabulary)

1) Chest HO - tell students they have to look at the words and guess which one I am acting out (4a). 2) Mime the words individually, helping when necessary with context and examples. 3) Concept check with some hard ones 4) Explain that 'estimate' can be a noun or verb (dif. pronunciation for each). 'Harm' also 5) Drill the words

Pre-reading (Predictions/Gist) (PO sheet) (5-5 minutes) • Prediction exercises to engage the students and arouse interest

1) Tell Ss they are later going to be reading about the sea. 2) Chest handout - give instructions and clarify blocking vocab (clues/predictions). 3) Ss don't read, just look at reading. 4) They also predict what happened to Jesse.

While-reading 1 (Title gist task) (3-5 minutes) • To provide Ss with opportunity to skim through the text and get a general idea.

1) Tell the Ss that they will very quickly skim the text and come up with a new, appropriate title. 2) Write own title on board as an example so instructions are clear (Shark has an arm for dinner). 3) Tell Ss they have 30 seconds. 4) Write some title suggestions on the board as they are read out. If appropriate, ask Ss which one is the best

While-Reading 2 (5-7 minutes) • To provide students with more intensive reading practice.

1) Activity 5: Ss have to read the whole article and tick the correct answers while correcting the wrong answers. 2) Give students 3 minutes to do the task (more time if needed). 3) Ss check in pairs - meanwhile, I write answers on board. 4) Check as a class

Post-Reading (Content questions) (3-5 minutes) • To provide with an opportunity to reflect on the content of the text.

1) Ask Ss 5 questions based on the content/story. 2) If there is time, ask which words were new for them and drill.

Post-Reading 2 (Speaking activity) (8-10 minutes) • To provide students with an opportunity to practice the speaking skill in accordance with what they have learnt from the reading exercise.

1) Tell Ss they will tell each other about a scary story of theirs (can be true or made up). 2) Students prepare for 2 minutes on their own - can use guidance in activity 8a/ask me questions if they need to. 3)Tell Ss they should ask questions to each other as they need to find out who is lying! 4) Put them into groups of 3, set task - give students 5 minutes (flexible) - monitor with low profile as they talk - taking notes for delayed error correction. 5) Ask Ss what the most interesting story was from their group and who they think was lying.

Post-reading/speaking (Feedback) (3-5 minutes) • To give feedback on Ss and recap the lesson

1) If some Ss are confident, ask them what was interesting from the article. 2) If there were any errors during speaking, write on board and go through them with class

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