Belinda Belinda

Copy of Reading: for a gist and for details
Intermediate (B1+) level


In this lesson, students will practice reading for gist and details in context of 'problems people face at home'. Based on the visuals they will predict the text, read for quickly for the gist and verify their predictions. Students will help each other to clarify any new vocab followed by detailed reading and answer the short comprehension questions. They will analyse the most serious and least problems faced at home and give their justification. Students will practice speaking by a short telephonic conversation with their partners and talk about their house problems.


Main Aims

  • To provide gist and detailed reading practice using a text about two characters who face problems in the context of common household problems

Subsidiary Aims

  • To provide fluency and accuracy speaking practice through a role play in the context of explaining home problems to the relevant skill-workers (using the vocabulary learned)


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

- T begins by telling about her two friends Kurt and Phillip who recently shared their past experience about something that happened at their home. - Blow-up the pictures on the screen and ask Ss to observe it closely.

Pre-Reading (8-10 minutes) • To prepare students for the text and make it accessible

Prediction: - Ask: What are some of the things that you see? What could have happened in picture A (Kurt) and picture B (Phillip)? - Ss discuss and predicts the things that have happened in the pictures - T moves around and monitors the conversation to see the kind of vocab Ss are using - Elicit few predictions and write it on the WB next to each picture Gist: - give out the reading text (face-down) and challenge the Ss to read it in 60 seconds. - Ss share their predictions in pairs and shares with T - T adds few more prediction about the text post-gist reading and adds to the list on WB

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading tasks

- Ask: let's check our predictions and read the text carefully this time. Also underline any new words that you come across - T gives sufficient time to read the text carefully; observe Ss who might be highlighting the difficult vocab - When most of the Ss are done reading bring them back to discussion - Ask: How many of you predicted the text almost accurately? - T elicits few answers - Ask: Did you come across any new words which were confusing or new for you? Go around and take help from someone who may know the meaning - T monitors to the peer clarification and notes any specific pointers on WB T FB: use LA to clarify any particular vocabulary; cross question to ensure that they have got the meaning for most of the new words (e.g. why the roof is blown off and tree is blown down? what do you mean by blown?); use visuals prepared with ref. to LA clarification column.

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed and inference reading tasks

Comprehension: - Ask Ss to refer the text and solve comp. questions in pairs - To check the answers ask Ss to swap the pairs (change seats) - T monitors the discussion and note any particular error on WB - T FB: elicit the answers from the Ss and ask them to justify their answers or ask them to highlight which part of the text brings them to a certain conclusion or answer/s. Match-Game: - Ask Ss to get in teams (depends on no. of ss present) - Give them pictures and problems people face at their house - Any team who matches first will stick up their answers on WB and wins the game - Post-matching, ask Ss to arrange the problems from 'most serious' to 'least serious'; ask them to reason out the same

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

- T makes new pairs (random count of a, b, c..) - explain the speaking activity by giving a demo - call one Ss volunteer, sit facing opposite each other so that ss cannot see their partner's face - T elicits some of the sentence-starters & writes on WB that may help Ss to prepare their tel. conversation (like: Hello, my name is ...../ i've a big problem in my kitchen...../ How much will you charge for the repair work?/ can you come right now and fix it? / will you give any discount or lower the price please? / when can i expect you to come and fix the problem?) Role play cards: Name of the Game: tring...tring...!! A: service man/ handyman like plumber, electrician etc. B: person at home seek solutions for their house problems - call the service man and tell your problem which you are facing at home (pipe burst, electricity etc.); the other partner has to reply by either helping/ guiding on the phone itself or refusing to come right away due to other work - Tell Ss that they get 3-4 mins of preparation time; they can go in any corner of the class to prepare or rehearse for their role-play - T monitors the language that students are attempting to use during prep. time Wrap-up: Plan A: each pair comes and act-out their roles (if less Ss and more time) OR Plan B: all the students to sit facing opp. to each other and call their service man on the phone (take help of other Ts to make a quick arrangement while Ss are practicing) - T asks: who got the best solution from their serviceman? adios amigos! :)

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