Isadora Espinoza Isadora Espinoza

TP1 Receptive Skills - Reading
Pre-intermediate level


By the end of this lesson student will have improved at reading from a general biographical text of Joao Carlos Martins from the course book Navigate B1 for gist specific information in the context of life stages and events.


Main Aims

  • To provide gist and specific reading practice using a biographical text about Joao Carlos Martins in the context of life stages and events

Subsidiary Aims

  • By the end of this lesson, learner will have develop lexis found in a musician biographical text


Warmer/Lead-in (3-5 minutes) • To engage the students in the context of the lessons

• Greet each student to ensure they can hear and see me. • Screen share show visual elements. • Ask specific questions (Who do you think is this guy?, Is he a soccer player?, Is he an artist? Do you think he plays an instrument or he conducts an orchestra? Where is he from? What is his name?)

Pre-teach Vocabulary (10-12 minutes) • To unblock word necessary to understand the text and complete the task

• Get students attention - Check students can see and hear • Share screen to visually see the vocabulary • Meaning of the vocabulary, relate them with the pictures, and provide synonyms • Pronunciation • Check syllable and stress • Model - Drill choral - Drill individually

Reading for gist (2-5 minutes) • Students will read the text quickly for general comprehension

• Get students attention • Check students can see and hear • Share screen to visually display the reading and send the link • Instruct the task (read the document to have a general understanding of the topic) • Give student one to two minutes to read the document • Erase the document so students cannot continue reading it • Get students attention • Check students can see and hear • Share screen and send the link of three questions survey • Check the answers

Reading for specific information (15-20 minutes) • To read the text searching for requested specific information

• Get students attention • Check students can see and hear • Share the screen to see the instructions for the task (read for the second time, search the answers for the questions and match column A and B to complete the sentences) • Share the link by chat • Breakout rooms (two to three students per room) • End of breakout rooms • Get students' attention • Check the answers together • Backup exercise • Get students attention • Share screen showing activity • Provide instructions • Fill out the blank spaces • Share link by chat • Individual work • Get students attention • Check the answers with the whole group

Productive Task(s) (3-5 minutes) • To provide students an opportunity to response to the text, to personalize the text, to practice speaking for fluency.

• Get students attention • Share the screen with instructions • Model de task • Put the students in a breakout room • Sweep group to ensure all students are in the breakout room and working with another student • Monitor, make note for language feedback • End breakout rooms

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

• Get students attention • From teacher's notes correct for the group the errors from the productive task • Clarify vocabulary if needed • Thanks, students, for the class • End of the class

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