Abdulsalam Abdulsalam

Unit 8C Reading
Pre-intermediate level level


In this lesson, Ss will get to know the importance of reading. Firstly, they will be asked about the types of books/texts they usually read. Secondly, they will be exposed to some new lexis during the pre-tech vocabulary. Thirdly, during the while reading task, Ss will be asked to read a short story then discuss it in pairs/groups. Finally, for the post-reading task, the Ss will try to express their thoughts in semi-controlled speaking practice.


Abc English file, 4th edition Pre-intermediate level by Christina Latham-Koenig and CliveOxenden
Abc Pictures
Abc PPt slides
Abc English file, Pre-intermediate

Main Aims

  • For the students to practice gist and detailed reading using a story in the context of love and mystery.

Subsidiary Aims

  • To provide clarification, review and practice of random story words in the context of mystery
  • For the students to practice fluency and accuracy in speaking in the context of expressing personal reading preferences.


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

-T displays (slide1) containing a general question about their reading preferences. -Ss are given some time to read the question and the choices. -TT gives an example of himself in case the Ss are stuck. -Ss try to tell T about their reading preferences. -T expresses how important reading is generally. and as an impact on learning English. -T displays (slide2) asking the students what century they think the pictures were taken. -T accepts different answers given by the Ss. -T displays a part of (slide3) showing when he thinks the pictures were taken. -T explains (century / costumes) in case Ss ask.

Pre-Reading task : Pre-teaching vocabulary. (8-10 minutes) • To prepare students for the text and make it accessible

-T displays the rest of (slide3) containing an illustration of COSTUMES. -T try to elicit the word from Ss. -Ss try to say what the word is. -T gives the word in a context. Ss try to put the word in a sentence if they wish. - T drills the word as Ss repeat after T. T reveals the word and its stress. - T displays (slides 4/5) containing other words for Ss to learn. T does the same ( all the above instructions.) -T displays (slide 6) containing the definition of a word that Ss try to guess. T gives more hints if needed. T displays a sentence with a gap or the needed word. T drills the word as Ss repeat after him/her. T writes and shows the stress of the word. -T does the same in (slides 7/8/9)

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading tasks

-T displays (slide10) containing a short story(part1). T gives some time to the Ss to read it and understand what is going on in the story. -T displays 4 questions regarding the short story. T tells the Ss to discuss them in pairs/groups in breakout rooms. T does that with very clear instructions and confirms if Ss understood them. -Ss discuss the questions in pairs/groups in breakout rooms. -T closes the rooms and asks the Ss to give their answers. T could display the answers(AK) in case there is no time. -Ss start to answer based on what they have read. -T displays (slide11) asking the Ss what they think is going on so far in the story before reading the second part. -Ss start expressing their thoughts. T listens to everyone. T could give Ss some examples if they needed a push.

While-Reading #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- T displays (slide 12) containing the 2nd part of the short story. -T gives some time for the Ss to read, and then displays 4 questions about the story. -T asks the Ss to discuss them in pairs/groups in breakout rooms. T confirms that Ss understood the instructions clearly. - Ss start discussing in breakout rooms. -T closes the rooms and ask the Ss about the answers. T could display the AK in case there isn't enough time. -Ss answer as T confirms whether the answers are correct and displays the correct ones. - T displays (slide13) showing Ss question 5. Ss try to answer the question individually. T can display some suggestions in case Ss need them.

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

-T displays (slide15) containing some questions that T and Ss could discuss as an open discussion. -T gives Ss some time to think. T tells Ss to interview their partners.T tells the Ss that they will be telling the class about their partners (NOT THEMSELVES) -Ss start to ask their partners the questions in breakout rooms. -T listens to Ss and monitors them as they speak. -T asks the Ss about their partners.

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