Walaa Hasan Walaa Hasan

reading lesson plan
B2 level


In this lesson, Ss will enrich their vocabulary around the theme ‘opportunities’ and will get the opportunity to practice gist reading. They will read about some people who made use of the most of the opportunities that life gave them. Ss will also learn useful phrases when talking about good luck and bad luck.


Abc Handouts / pictures, SB / WB

Main Aims

  • understand an article about experiencing good luck • use a lexical set of expressions with do, make and take

Subsidiary Aims

  • • To make sure SS can express themselves within the same topic of reading. • To help students produce speaking outcome about good luck in a group.


Warmer (10 minutes) • To break the ice.

1- Write (Two truths and a lie) on the board. 2- Tell ss that it is a game they will play with the whole class. 3-write three things about yourself on the board (two are true but the third is false or unimagined). 3- Ask ss to tell you which are the true and which is the false. 4- ss raise hands to share answers. 5- ss work individually to think of three things about themselves. 6- Choose a student to come to the board to write three things about himself/herself. 7- Ask the class to respond and pick ss randomly. 8-continue picking ss to play the game to have fun and guess more information about each other.

Lead-in (10 minutes) • To engage students.

Books closed. Write the following expressions on the board: – Good luck! (to a friend before an exam or another difficult situation) – That was lucky! (when something bad nearly happens: e.g., you drop a glass but someone else catches it before it hits the floor) – That was unlucky! (when something bad, but not terrible, happens to a friend, e.g. you drop a glass and it breaks) – It was beginner’s luck! (when someone plays a game for the first time and wins or does really well) Put students into small groups to discuss when or why people would say each expression. Ask students if they have the same expressions in their own language.

Contextualization (5 minutes) • To personalize the topic for the students and make it more familiar for them.

-Write the word (opportunities) on the board and ask the students to read it aloud. Then, ask them to think for 30 seconds if they are making the most of life’s opportunities or not ? or ask them (Have you ever got a good opportunity in your life that made you fully happy and excited? ). Finally, they will turn to best friends and tell them a short serendipity story about themselves or about someone they know. -Put students into small groups to tell their stories. Ask them to discuss what made their good experiences happen. Take feedback as a class on the most interesting things their partners talked about. ICQs:  Will you think first or discuss? [Think first]  How many seconds do you have for thinking? [30 sec.]  Will you choose any partner? [No, best friend]

Teaching (Vocabulary) T (6 minutes) • -To facilitate understanding of the text.

-Explain the following blocking words using MPF strategy: 1. serendipity: -MEANING: (finding interesting or valuable things by chance) cc questions: 1.Is it finding invaluable things by chance? (yes) 2- is it finding interesting things on purpose? (no) 3-is it valuable things that we find by chance? (yes) 4- Has serendipity happened to you? (yes/no) Pronunciation: /ˌser-ən-ˈdi-pə-tē/ Form: noun synonyms: chance or good luck 2. biker: (a member of a group of people riding motor bicycles) CCQS: 1-Is it a person? (yes) 2- Is he riding a car?(no) 3- Is he riding a bike or motor bicycle? (yes) 4- Have you ever ridden a motor bicycle? (yes/no) Give students two or three minutes to scan the article. Pronunciation: /ˈbī-kər/ Form: It is a noun. (pl. bikers) 3.Subscribe Meaning ( to pay money to an organization in order to receive a product or use a service regularly.) CCQS: 1-Do we pay money to receive a service?(yes) 2-Do we pay money to persons or organizations? (organizations) 3- Do we receive a service regularly or temporarily? ( Regularly) Pronunciation: / səb-ˈskrīb / Form: It is a verb. Opposite: unsubscribe 4.persuade: Meaning: provide a sound reason for (someone) to do something. CCQS: 1.is it to provide irrational reasons to do something? No 2.is it to make someone make something? yes 3.can anyone persuade you easily? yes/no Pronunciation: /pəˈsweɪd/ Form: verb synonym: convince

Skimming Gist task (3-5 minutes) • To provide Ss with skimming skills, to enable them extract little details quickly.

• I will write the following questions on the board for students to use for skimming task:  What do you think this article is about? [ making the most opportunities]  Is this article talking about good luck? [yes] • I will instruct SS to (read the article quickly) in 1 minutes looking for answers to the general questions on the board. • I will ask Ss to discuss their answers in pairs. ICQs:  Will you read quickly or slowly? [quickly]  How many minutes do you have? [1 mins.]  Will you work in pairs or in groups? [pairs]

Scanning Reading for detailed comprehension (Main Task) • To develop Ss ability to fully understand and analyze a text with deep details.

• I’ll write the following questions on the board for SS to find detailed answers in the article: 1. What sort of help did Anna need? [she needs a website for her own business ] 2.What was wrong with Wendy’s e-mail? [Wendy’s handwriting is awful] 3.was tom a lucky man , why or why not? [yes , because he didn’t delete the e-mail] 4.Why was Carla shocked? [she was shocked because Kenny, one of the bikers, offered to take her and her mother both out with the rest of the group to ride a motorbike, 5.What’s the secret of happiness according to the article? [the secret of happiness is to make the most of the opportunities that life gives us. • I will divide the class into 5 groups.(4-5 Ss /each) • Each group will have a leader. (the oldest S) • Each group will find the answer to only 1 question. • Reading time given to each group = 10 minutes • Each group will note down the answer on a paper and inform the teacher once done by raising the leader’s hand. • When I say (change – After getting groups’ answers), Groups will exchange leaders to exchange knowledge of each question. • Leaders after 3 mins.will go back to their perspective groups to exchange knowledge regarding other questions with the remaining team members. • Finally, I will get all the answers in a whole class activity. ICQs:  Will you work in groups or in pairs? [groups]  Will you say or write the answers? [ write]  How many reading minutes do you have? [10 mins.]  When will the leaders move? [On hearing “change”]  When will leaders rejoin their groups? [After 3 mins.]

Productive follow up task (post-reading practice) (2-4 minutes) • To develop students’ fluency on the topic and to make sure they can react towards the topic through a well-formed production process

• Teacher keeps same class seating structure [groups] • Ask Ss to write a short story about making the most of life’s opportunities. • SS will share their opinions with their group members in a speaking activity. • Each SS has 30 sec. to tell his/her group members about his/her story . ICQs:  Will you work in groups or in pairs? [groups]  Will you discuss or write a story? [ write]  How long does each student have? [30 sec]

(PACS) (2-3 minutes) • (Post Activities Correction Stage)

At the end of the session,I will highlight students common mistakes after their speaking activities on the board. Student’s mistakes: 1-anna needed a job…..i will ask if anyone knows the write answer (she needed a website ) 2- tom was lucky because he rode a motorbike…..i’ll ask s if they know the right answer (because he didn’t delete the e-mail and he got a good job in new York ) I Ask them to guess what is the mistake? And elicit the corrections from students. if they cannot spot the mistakes. Provide the answer .

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