Tania molina Tania molina

TP1 LP_ Tania Molina
Upper Intermidiate level


This lesson is focused on reading, therefore students will be given practice on this skill. They will also receive practice on reading sub-skills. In addition to this, students will receive clarification on vocabulary from the text..


Abc Redston, C. & Cunningham, G. (2013 ) Face 2 Face, Cambridge University Press, p. 61

Main Aims

  • To provide reading practice for gist and specific information in the context of famous writers.

Subsidiary Aims

  • To provide clarification of words related to famous writers
  • To provide practice speaking in the context of famous writers.


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

-T asks SS: How are you guys doing today? -T begins the lesson by asking 2 questions and showing 2 pictures: -"Do you know these people?" -T shows the pictures and elicits from SS -"Have you read some of their novels?" -T elicits from SS and if the answer is 'No' then ask: "What other books have you read?"

Pre-Teaching vocabulary (4-5 minutes) • To prepare students for the text and make it accessible

Meaning -T presents the words in context -T nominates SS to read the sentences -T displays a slide with 3 words, pictures and short definitions -T asks SS to take a look at the words displayed Instructions: We are going to do a match activity. I will nominate 1 of you to match the word with the corresponding picture and definition. -T nominates 3 students (1 at the time) Pronunciation -T displays a chart -"Take a look at the chart, here is the phonetic script of each word" -"Now lets find how many syllables these words have" -T claps to find the number of syllables if necessary -T asks SS to identify the stressed syllable (do troubleshooting if necessary) Form -T displays a slide with sentences and a chart -"These are the same sentences we saw before, now we will find what part of speech are these words" -T asks SS: -"What part of speech is the word manuscript?" (this will be asked with each word) -T elicits from SS

While-Reading #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-T tells SS that now they will read a text Instructions: -You will read through 2 short texts very quickly. -Then you will answer some questions. -This will be done in pairs -You will have 4 minutes for this. ICQ's -What will you do? -How much time do you have for this? -T sends links in the chat -T monitors SS in breakout rooms OCFB -T asks SS to share their answers -T makes notes of language errors

While-Reading #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

-T tells SS to read the text again Instructions: -You will read the texts again, but this time carefully -Then you will answer 5 questions about the text -This is individually -You will have 7 minutes for this ICQ's -Is this activity in pairs? -How much time do you have for this? -T sends the link through the chat box Instructions: -Now you will check your answers in pairs -You will have 3 minutes for this -T assigns breakout rooms -T monitors SS in breakout rooms OCFB -T asks SS to share their answers -T corrects if necessary -T makes notes of language errors

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

-T tells SS that they will now have a discussion Instructions: -You will discuss some questions related to books -You will do so in pairs -You will have 5 minutes for this -You can see the questions by opening the link ICQ's -Will you write something? (No, only speak) -How much time do have? (5 min.) -T displays the questions and shares the link -T assigns breakout rooms -T nominates SS to share what they discussed -T makes notes of language errors Delayed Error Correction -T uses the white board to go over some errors previously made -T thanks SS for being in class

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