Anitra Accetturo Anitra Accetturo

TP7: Reading
Pre-Intermediate level


Main Aims

  • To enable students to develop their reading skills in the context of an article about self-care in the time of Covid-19.

Subsidiary Aims

  • To enable students to reflect and write about their daily life and any self-care activities they do.


1. Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

I will show students a picture and title "self-care" and ask them to give me examples of what this means to them. Students will be placed in BoRs to discuss.

1a. PC (2-3 minutes) • To allow students to brainstorm together before doing so as a class.

Students will discuss their ideas about the topic or what it means to them, with a partner or small group.

1b. OCFB (2-3 minutes) • To allow students to share their thoughts as a class

I will elicit ideas from students about the topic and compile via Google Jamboard - 1b. Activity 1 - Self Care.

2. Pre-Reading/Pre-Teach (7-8 minutes) • To prepare students for the text and make it accessible

Through Google Slides I will work with the students to determine some of the meaning of content in the article as well as form and pronunciation to help them better understand the text.

3. While-Reading #1 (3-4 minutes) • To provide students with a less challenging gist reading task

I will have students read only the headline/section header text, and then have them complete 3. Task 1: Agree or Disagree? questionnaire to state if they agree or disagree that the suggestions given are good self-care tips.

3a. OCFB (2-3 minutes) • To engage students after skimming the article

I'll review students answers together via Google Forms and ask which of these were similar to ideas they generated in 1b. Activity 1: Self Care.

4. While-Reading #2 (13-14 minutes) • To provide students with a more challenging detailed, deduction and inference reading task

I will give students 4. Task 2: Reading for Detail in Google Forms for them to complete after they have read the article a second time. I'll do an ICQ before they start.

4a. Peer Check (2-3 minutes) • To allow students to share their answers with each other before doing so as a group

Students will share with one another, in small groups or pairs, their answers from the 4. Task 2: Detailed Reading.

4b. OCFB (2-3 minutes) • To allow students to receive correct answers to the reading exercise

I will begin by eliciting students answers to the detailed reading exercise and providing them with the correct answers.

5. Post-Reading (7-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned through writing

Students will complete 5. Task 3: Daily Routine and write what their day looks like, any routines they have, or what routine or self-care they might incorporate into their days going forward. I will show students an example before they begin.

5a. OCFB (3-4 minutes) • To enable students to share their thoughts and ideas with the whole class

I will elicit from students, their own personal self-care actions or routines they currently do, or will try to do in the future.

6. DEC (1-2 minutes) • To give students additional clarification for any troubling concepts or lexis in the lesson

Via my observations throughout the stages, I will note appropriate items that can be used in the stage for clarification or correction.

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