Cedric Cedric

TP1_LP_Cedric Aebi
Upper Intermediate level


This reading lesson's aim is to provide Ss with the opportunity to develop their skills with the help of a text from the textbook New Cutting Edge.


No materials added to this plan yet.

Main Aims

  • To provide reading practice for gist and detail in the context of worst case scenarios.

Subsidiary Aims

  • To provide clarification of words related to worst case scenarios.


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

• T asks Ss, and then writes the following questions in the chat box «Have any of you ever been in a dangerous situation, or do you know somebody who has? If so, what happened?" • T puts Ss in groups of 2 or 3, depending on attendance, and has Ss discuss the question above for 3 minutes in their respective breakout rooms. •After the time is up teacher will nominate 3 students to tell the whole class what was discussed in their groups.

Pre-Reading/Listening (4-6 minutes) • To prepare students for the text and make it accessible

• T says: “In a moment we are going to read a text about dangerous situations, but before that we are going to look at some vocabulary.” • T shares screen to show Ss the Google Slides exercise for the pre-teach vocabulary task. Exercise for Meaning • T: “take a look at the following slides. For the first task you have to match the three images with the corresponding word. Like this” • T proceeds to demonstrate. • The sentences are: a) Do not ANTAGONIZE the bull and do not move. b) Do not rush outside while there is any danger of being hit by falling glass or DEBRIS. c) You need to put a SPLINT around the wound to stabilise the injured area Exercise for Function • T “After that you’ll have to tell me the function of the word. Is it a noun or an adjective etc…” • T “You will do this individually, and you have 3 minutes to do so. Do not click on start presentation otherwise you will not be able to drag and drop the text box. ” • ICQ : “Are we doing this in groups? No. "How long do we have to complete the exercise?” 3 minutes. “Do we do this in the presentation mode?” No. • After exercise has ended: T “In the breakout rooms compare your answers with your partners. You have 90 seconds.” • T nominates students to provide the answer. • While checking Meaning task T asks Ss CCQs a) When I antagonize someone, does that mean I am being nice to them? No Am I making them angry? Yes b) If you have to watch out for falling debris, does that mean you have to watch out for intact houses falling on you, or broken pieces of it? Broken pieces. c) When I wear a splint around my broken arm, should my broken bones be supported and be kept in place, or should they have a lot of space to mover around? Should be kept in place.

While-Reading/Listening #1 (6-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

• T: “We are now going to read a text about dangerous situations” • T shares screen again to show the next task (same link as in stage 2) • T: “On this slide you can see a text. The text is missing its headings. Individually, read the text and drag the headings on the left to the corresponding paragraph. To read the text you can click on start presentation. This will make the text easier to read. Then to do the exercise, leave the presentation mode by clicking the ESC key. You have 3 minutes to do the exercise.” • ICQ: “What do we have to do?” read the text and drag and drop the headings. “How long do we have?” 3 minutes. “Do we do this in presentation mode” For the reading part yes, but not for the exercise. • T “In your groups in the breakout rooms discuss your choice with the others. You have 1 minute.” • T shares screen to show Ss the completed text on the second Google Slides presentation. This document will also serve as the reading for detail task.

While-Reading/Listening #2 (10-13 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

• T “Lets read the text again, but this time a bit more slowly” • T shares screen to show the reading for detail task. • T “Individually, read the text, and then answer the 5 questions on the 3rd slide. You have 6 minutes. • The questions are: 1.Why shouldn't the splint on a broken leg be too tight? 2. Why do you think the kitchen is a dangerous place in an earthquake? 3.. Why should you not run away from an angry bull? 4. What color of fabric do bulls naturally head for first? 5. Why do you think you should kneel rather than lie flat on the ground to avoid lightning? • After instructions T shares link to exercise in the chat box. • T “Now, I will send you back to the breakout room to discuss your answers with your partners. You have 2 minutes for this.” • T nominates one person (depending on attendance) per question to present their answers to the group.

Post-Reading/Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

• T “For the last activity let’s do some speaking” • T shares screen to show the speaking exercise • T “In the breakout rooms discuss these three questions with your partners. You will have 4 to 5 minutes.” T shares the link to the Jamboard activity. • T enters breakout rooms to monitor students. • After activity in the breakout room has ended T nominates Ss to share their answers. • T opens whiteboard to look at, and correct some errors that Ss made.

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