Jaqueline Moreno Jaqueline Moreno

TP1 LP_Jaqueline Moreno
Upper Intermediate level


This is a reading lesson whose intention is to give students the oportunity to practice and interact with real texts on their target language. In addition, students will practice vocabulary and reading subskills.


Main Aims

  • To provide reading practice for specific information and detail in context of the nature of cities.
  • Clarification about key vocabulary in context.

Subsidiary Aims

  • Give students the opportunity to practice speaking, focusing on fluency by discussing about the topic.


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

°T greets Ss ° T asks Ss about what city they are from, then asks them if they have seen any wild animals in their city, what kind and in what kind of places. ° T Have learners talk about 2 questions related to the topic of the lesson: 1- Does your city have problems with animals? (rodents, pigeons, snakes) 2- Are these animals a threat? Why or why not?

Pre-Reading/Listening (4-12 minutes) • To prepare students for the text and make it accessible

Pre-teach Vocabulary ° T chooses 3 challenging words from the text and covers Meaning, Form and Pronunciation (MFP) ° T displays the slide and introduces the vocabulary and meaning then Ss are expected to match the word with the correct meaning using "annotations" then check answers as a group. °T presents the form and pronunciation of the words using the phonetic script, number of syllables of the vocabulary, stress and part of speech they belong to.

While-Reading #1 (5-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

°T tells learners to skim so they get the general idea from the reading. Then asks them to choose the title they would pick for the article. - CCQ's: Luis, can you tell me what you're going to do? - Ana, how much time will this take? °After they pick the title, let them discuss about some questions before they read more carefully the text. °T sends the link of Padlet through the chat box then students get access to the platform and follow the instructions: "Look at the picture and let's comment on the following questions: 1 What do you know about the type of bird David is holding? 2 Why do you think David likes falcons? 3 What do you think David's about to do and why?" °Once they are done, they will compare and check their answers in pairs through private messages in the chatbox.

While-Reading #2 (10-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

° T tells learners to read carefully for specific information. ° T projects the google form on the screen and shows students what they have to do, later, T gives them 4 questions about the text so they can answer them using google forms. ° After they are done, learners check the answers in pairs joining breakout rooms, before OCFB. - CCQ's: Charles, tell me what you are going to do? María, are you going to answer something?

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

° T tells learners respond to the content of the text: 1- Does your city have problems controlling the proliferation of birds? 2- If not, what other things you think are important to take care of? 3- How do you think it can be managed? Using breakout rooms so Ss share their thoughts on the topic. (Teacher monitors each room) ° T conducts feedback on the task. Delayed Error Correction (DEC). Using the white board on zoom, T types some errors students made through the session and asks them to check them and tell them what they think about those errors. Deliver general feedback. ° Summarize the class and thank students.

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