Meghan Pakalnis Meghan Pakalnis

Pre-Intermediate level


Abc Pre-int Textbook Teacher's Edition

Main Aims

  • To develop students' skills of reading for gist and detailed information in the context of a graded news story about a man stuck in an elevator.
  • To provide gist and detailed reading practice using a text about being stuck in an elevator in the context of describing feelings as part of a story.

Subsidiary Aims

  • To provide practice and review of words describing feelings in the context of personal stories.
  • To provide fluency speaking practice in a conversation in the context of telling a story and including the feelings associated with the story.


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

T will welcome Ss to class T tells Ss "We are going to watch part of a video. There is no sound" T shares screen T plays part of video (0:44 seconds) T moves to next google slide. T gives instructions: "You will talk with a partner for 1-2 minutes about these questions..." "What do you think is going on in the video? Where did it take place? Was it something good or bad" T monitors breakout rooms then ends them after 1-2 mins OCFB: T stops screen share so it's easier to see all the Ss and nominates a few Ss to share their answers to the Qs

Pre-Reading (4-4 minutes) • To prepare students for the text and make it accessible

T shares screen of 'pre teach vocabulary google form - "preview" screen' T give instructions: "You will have 3 minutes to complete this google form by yourself. It is ok if you do not finish. Once you submit your answers you can see the correct answers." Once 3 min is up T will get Ss attention and ask them all to hit the 'submit' button. T will again say "you should be able to see the correct answers." T will look at the answers given and see if there were any Qs that caused problems for many Ss and go over those T will ask if there are any Qs and nominate a few strong Ss to give their answers for any difficult Qs (to reduce TTT) [Pron will not be covered to save time as it is not necessary in receptive skills- reading lessons. The words taught are neutral.]

While-Reading Gist (4-5 minutes) • To enable students to practice the reading sub skill of reading for gist.

T will share screen of 'gist task - student's view' T will give instructions "You will quickly read the beginning of this story and answer these two questions. You have 2 minutes and then I will put you in breakout rooms for 1 minute." T will show Ss how to select an answer. ICQs: Should you read the text slowly and carefully? No T will send link T will set the timer for 2 mins During this time T will work on creating good breakout groups Once 2 mins are up T will say to class "Now you have one minute to discuss your answers in breakout rooms" T will send breakout rooms link and monitor. After 1 minute T will bring Ss back for OCFB T will ask Ss to submit their answers on the form- T will analyze answers to see if there was any confusion with one of the Qs. T will nominate Ss to give their answers, especially to "Do you think Nicolas White survives?" T will ask Ss why they choose yes / no. Most should say yes. (Since we began class with a video of him in the elevator it is unlikely there would be a video showing someone dying in an elevator - especially a video like that shown in a classroom.) Ss will discuss in open class.

While-Reading Detail (9-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T will share screen of 'detail task - student's view' Pre-teach vocabulary should have prepared Ss to answer the detail Qs. T will give instructions "You will read the full story and answer the following questions. You will have 4 minutes to work alone and then 2 minutes to compare your answers in groups. Do not hit submit UNTIL you have worked with a partner. Let's do the first one together...." ICQs: How long do you have to work alone? 4 minutes Should you hit submit when you finish? Not until you have compared answers Will you compare your answers with a partner? Yes T will send link T will set the timer for 4 mins - T will then tell Ss "You now have 2 minutes to go over your answers with your partners." T sends breakout room link. T monitors while Ss compare answers. T will listen to see which Qs have been tougher for the Ss. After 2 mins T will end breakout rooms and ask Ss to submit their answers. T will look over the answers to see how Ss did. T will move back to google slides where the text is underlined to show where the answers to the Qs come from. T will nominate Ss to give their answers to the Qs to lessen TTT.

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

T will move to the next google slide. Ss will be giving their opinions. [In the last few weeks they have learnt: quantifiers, likes & dislikes, comparatives & superlatives. This knowledge will help them with this productive speaking task along with the lesson's scaffolding] "You will have 6 minutes to discuss the following Qs." T will either send a link with the Qs or put the Qs in the chat box. Ss will be given the following Qs to discuss: Would you rather be stuck in an elevator alone or with someone? Would it depend on the person? Who would / wouldn’t you want to be stuck with? How long would it take for you to become anxious? Would you be able to stay calm? Would you keep the alarm ringing continuously? What if you didn’t have your cell phone? How would you ration any food or water if there were other people? T put Ss into break out rooms. T monitors. Depending on time left in the lesson... T will allow for more time for Ss to talk or move into DEC.

OCFB/ DEC (5-6 minutes) • To clarify common errors as required.

T will go over any mistakes T heard/saw that may benefit the whole class. T highlights and praises correct language use and use of the TL.

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