Franziska Russ Franziska Russ

TP5 Reading 'What not to put on your CV'
upper-intermediate level


In this lesson students will read a passage about what people should put and should not put on their CVs. The students will start with a lead-in activity, where they discuss different hobbies. After that, they will learn important vocabulary, so that they will be able to do the task. For the main reading part, students will do a skimming activity (''find a good title''), a scanning activity (''find examples'') and a reading for details activity (''Answer the T/F questions about the text.''). At the end of the lesson, students will have a ''speed-meeting'' activity to practice speaking about their hobbies.


No materials added to this plan yet.

Main Aims

  • Reading for Gist and Reading for Detail

Subsidiary Aims

  • Speaking about hobbies


Warmer/Lead-in 'Hobbies' (6-8 minutes) • To set lesson context and engage students

- t asks some students about their hobbies sts sort pictures of hobbies into 'normal' and 'not-normal' hobbies - t puts sts in 2 groups of 3 and 2 pairs. - t gives instructions: I will give you a set of pictures. Work with your partner. Discuss with your partner: What is a 'normal' hobby? What is 'not a normal hobby'? Give me at least 1 reason! - ICQ: Do you look at the hobbies? > yes Do you discuss which one is 'normal', which one is 'not-normal'? > yes Do you write sth. down? > no Do you work alone? > no - sts discuss in their groups/ with their partners - t. draws a chart on the board: (normal vs. not-normal) - sts come to the board and write their ideas in the correct collum - t. gives instructions: Now come to the board. Sort your hobbies in a column. Give a short reason. ICQ: Do you come to the board 1 by 1? > no Do you all come to the board? > yes Do you write your ideas in the column? yes WCFB - t elicits the word 'strange'

Pre-teaching Vocabulary (7-9 minutes) • To prepare students for the text and make it accessible

- sts work alone - t gives instructions: Look at the worksheet. Match the words with a correct definition. - t hands out worksheet - t monitors - t gives instructions: Check your answers with the person next to you. - t shows answer key - t hides answer key - t drills - t elicits stress - CCQs: see Language Analysis

While-Reading/Listening #1 - Skimming (3-4 minutes) • Reading for gist to get a general idea what the text is about

- sts read for gist - t projects 3 possible titles - t gives instructions: Read the 3 sentences on the board. - t sets task: Work alone. Read the text quickly. You have 1 min Decide which title is the best. ICQ: Do you read the text slowly? > No Do you look up every word? > No Do you chose the correct title? > Yes - t sets time limit: 1 min - t gives instructions: Check your answer with the person next to you. - WCFB

While-Reading/Listening #2 Scanning (5-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- t gives instructions: Work alone. Read the text again. Look at exercise 3 on your handout. Read the sentences carefully. Find examples of the things mentioned on the handout. ICQs: Do you read the text again? > yes Do you find examples? > Yes. Do you check every detail? > No - ss work alone (can be skipped and done after next activity) - t puts students in 2 groups (5-5) - t hands out answer key 1 - sts compare in their groups

While-Reading # 3 Reading for Details (6-8 minutes) • To provide the students with a more detailed understanding of the text

ss answer T/F questions - t gives instructions: Work alone. Look at Exercise 4 on your handout. Read the text again and answer the T/F questions. If times allows, correct the wrong answers ss read individually FB: t puts students in 2 (5-5) groups - t hands out an answer key to each group - ss check anwer key in these groups

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

ss have a speed-dating activity where they talk about their hobbies -t gives instructions Look at the handout. Imagine you want to make new friends. You want to find someone you would like to spend time with. Think of 5 questions you would like to ask someone about his/ her hobbies. - t elicits example questions - t demonstrates where to write them down - sts think of 3-5 questions - t. demonstrates activity by being student A and B and by using time's up signal - t and ss arrange seats: 2 rows of chairs facing each other - 5 students on each side - ICQ: Do you ask and answer questions about your hobbies? > yes Do you have a lot of time? No - ss do the activity WCFB: t asks different students who they would like to spend their free time with

Web site designed by: Nikue