Will Will

TP8 Reading Lesson
Upper Intermediate (B2) level


Main Aims

  • To provide gist and detailed reading practice using a text about cultural differences in the context of work

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of cultural experiences in business


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

T welcomes class and introduces himself to new students. T goes to first slide and asks Ss, "What are some cultural differences between the USA and Mexico?" T sends Ss to breakout rooms to discuss for one minute. T brings Ss back and asks them what they came up with.

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

T introduces vocabulary activity T tells Ss they will be working with a partner to complete the vocabulary activity T demos the first question for Ss T sends Ss to BO rooms and gives Ss 3-5 min to complete the activity T brings Ss back and goes over answers T covers Form for #1 asking, "What kind of phrase is this?" Answer: Phrasal Verb T covers Form for #4 asking, "What part of speech is this?" Answer: Adjective. T asks Ss, "What is the noun version of this word?" Answer: Democracy T covers Form for #5 asking, What kind of verb is this?" Answer: Phrasal Verb, T asks Ss, "What part of speech follows this phrasal verb?" Answer: Noun T covers form for #6 asking, "Is this active or passive voice?" Answer: passive T covers form for #8 asking, "What part of speech is the word resentment?" Answer: noun

While-Reading #1 (8-10 minutes) • To provide students with less challenging gist reading task

T tells the Ss that they will be doing a reading activity T sets the gist task by showing a question on the power point The slide asks the question, "What is the main idea of the text?", and has 3 options T instructs Ss that they have 3 minutes to read the text and that they will be answering this question at the end. T asks ICQ, "How many minutes do you have to read the text?" Answer: 3. "So should you read it quickly or take your time?" Answer: Quickly After 3 min, T puts Ss in breakout rooms for 1-2 min to discuss their answer to the question. T brings Ss back after this and asks them what they answered

While-Reading #2 (15-17 minutes) • To provide students with more challenging detailed reading task

T instructs Ss that they will be doing a more detailed reading task T explains the activity to Ss-they have 8 minutes to read through the text and answer the true false questions. T tells Ss that there are 9 True/False questions T asks Ss ICQs, "How much time do you have for the task?" Answer: 8 min. "So do you need to read very quickly? Or take your time?" Answer: Take your time. T shows article on the screen for Ss After 8 (or so) min, T brings Ss back and then sends them to breakout rooms for 3 min to discuss answers with partners. After 3 min, T brings class back together and does group feedback. (If Ss collectively have any issues with any of the questions, give them 30 seconds to look at the text again to see if they can find the answer)

Post-Reading/Listening (9-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T covers meaning of high and low power distance culture briefly to make sure Ss understand the concepts T explains that Ss will have conversation practice. T tells Ss that they will discuss for 5 min the questions on the slide. T sends Ss to breakout rooms T monitors Ss' conversations and notes down errors After 5 min T brings Ss back T does group feedback and DEC

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