Melisa Melisa

Upper Intermediate level





Main Aims

  • To provide gist, detailed and inference reading practice using a text about work/life balance in the context of productivity.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of productivity.
  • To provide clarification of unfamiliar words in the context of productivity and work/life balance.


Lead-in - Discussion (4-6 minutes) • To introduce the context of work/life balance and productivity to engage students by personalizing the topic.

-T talks about the myth of sharks dying if they stop moving while waiting for the latecomers. -T models the exercise, giving an example of not remembering the last time they went for a walk, etc. -T shows the slide and puts Ss in BORs to discuss "the last time they..." -T asks for feedback and asks when was the last time they did nothing at all.

Pre-Teaching Vocabulary (10-12 minutes) • To make it easier for students to understand the text, focusing on words in the context of productivity.

-T shows pictures to students and elicits the words -T drills pronunciation and stress -T asks CCQs or asks for examples

Reading for Gist (5-8 minutes) • To encourage students to scan texts by setting a time limit for a task.

- T asks the students for a prediction about the biggest problem of our day and age. - T gives the students the task - Ss scan the text to check their prediction and answer the question. 3-4 minutes. - T asks for feedback.

Reading for Comprehension (14-17 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- T shows students the questions. - Ss read the text individually for comprehension. 6-8 minutes. - Ss go to BORs to compare answers. 2-3 minutes - T asks for feedback. - T asks about more unfamiliar vocabulary. - Ss play a short guessing game, figuring out meaning from context. 3-5 minutes.

Post-Reading - Discussion (8-10 minutes) • To provide students with an opportunity to apply the text to their current situations in the context of quarantine productivity.

-T asks Ss if they agree with the author or not -T displays quotes about being productive during quarantine. -T asks students to think about how they spent their time and if they have regrets -Who had to work from home during quarantine? -Do you think you worked more or less? -Did you feel pressure to do something "productive"? -T asks questions to promote discussion and sends Ss to BORs -T asks for feedback

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