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Life in the Past - Reading and Speaking - Receptive Skill
Upper-intermediate level


In this lesson, students are going to practice reading and speaking. Reading is the main focus in the lesson. Ss will be divided into two groups (A&B). Each group will learn about an era, one in the 19th century, second in 1950s. They will read about two people who are obsessed with these eras. Their obsession was transformed to a lifestyle. Ss will read the text, answer question, and do some activities.


Abc Course book - reading a text

Main Aims

  • To provide gist and detailed reading practice using a text about how life was in the past in the context of 19th century and 1950s.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation.


Warmer/Lead-in (9-10 minutes) • To set lesson context and engage students

Students lead in to the topic by talking about what life was like for previous generations and then focus on photos and discuss life in the 19th century and 1950s. In other words, T generates interest in the topic by showing four pictures that refer to life in the past. Ss brainstorm some ideas about life at that time and guess which eras are in the pictures. Then they discus in the BOR: -how was their grandparents' life -when was it/ which year -what did they do for fun When ss return to main session, T elicits one or two ideas of what ss discussed. Then asks ss if they think life was better overall in the past and why/why not.

Pre-Reading/Listening (9-10 minutes) • To prepare students for the text and make it accessible

After showing the pictures, T asks Ss to predict what's the text is about. To make the text easier to understand, T pre-teach vocabularies. Focus attention on the highlighted words: Group A: waistcoat, pantry, mod cons, loo, quaint, cosy, twee Group B: pinny, breadwinner, immaculate, hectic, like-minded, halcyon, courtship, solely T gives ss a matching activity. Ss must match the words with their meanings. This will make ss get engaged in the lesson. T elicits the meaning of the first highlighted word as an example if necessary

While-Reading/Listening #1 (3-4 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Reading for gist - skimming T divides the class into two groups, A and B. Assign a text to each group. Get students to read or skim their text quite quickly in order to get a general understanding of the text. Then, T asks ss to find a suitable title for the text. After that, T asks ss to read for details. Ss go to BOR. This allows ss to have a deeper understanding of the text. When they finish, T gives the ss an activity of 'true' or 'false' based on some info from the text.

While-Reading/Listening #2 (10-11 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

In this stage, ss gain deeper and more comprehensive understanding of the text. Ss read for detail. Each group read their own text silently. Then the teacher takes ss to BOR to discuss the text. Then, provides them with some true/false questions on a game app. Ss do the activity and then give feedback on what they understood.

Post-Reading/Listening (9-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss discuss some ideas about the text in the BOR. In this stage, ss practice their sub-skill, speaking. Finally, T gives feedback and takes ss feedback. T provides ss with error-correction. Ss respond to the feedback. T asks if they have any question.

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