Maram Maram

Reading authentic texts
Intermediate level


Learning outcomes: At the end of the lesson students will be able to: * use a dictionary to figure out the unknown words. *deduce some specific information (details)about the text. *Develop reading skills and sub skills : * Reading for gist(skimming) *Reading for specific information(Scanning). *Read for specific information.


Abc practice Handout
Abc Whiteboard- pictures –Flashcards- Worksheets.

Main Aims

  • To develop gist and scan reading sub-skills through reading an authentic text from the news paper ( A man steals an ATM with a forklift).

Subsidiary Aims

  • * Students will connect and relate the topic’s idea with their previous outside world knowledge and to similar incidents. * will learn new vocabulary.* develop reading skills and sub skills..


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

*The teacher says the word “forklift” and writes it on the board, asking the students to guess its meaning as a key word that will help students in the text. * The teacher elicits answers from students “Do you think it is related to the fork that we eat with?” “Is it like the normal lift that is found in our buildings?” “Do you think it is used for heavy objects or light objects?”

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

*The teacher shows students some pictures related to a newspaper title and asks them to guess the title (pic 1) to set the context for them. * The teachers raises a discussion about the topic: *The teacher elicits answers from students until reaching out the title “A man steals an ATM with a forklift” *The teacher then asks some answers related to the title: “Do you know the ATM?” “Do you know what does “ATM” stands for?” “Can it be taken out or lifted easily?” “How do you think the man stole the ATM?” “Is what he did good?” “Do you think the police will punish him?”

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

*The teacher asks students to skim read the text giving them 5 minutes to promote a global understanding about the topic. *Then the teacher elicits answers from students using concept check questions about the topic “what’s the meaning of a witness in your opinion?” “Is this Orphy’s first crime? “Was he arrested by the police?”

While-Reading/Listening #2 (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

*The teacher then asks students to scan the text again to look for specific information and details so they can answer questions about the text (pic 3) where they will be asked for specific information and details

Post-Reading/Listening (15-20 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

*The teacher focuses on other skills: new vocabulary (witness- U-Haul truck(pic4)- mischief), synonyms and antonyms (Jail= prison, bolt= attach) and the past tense grammar point. * The teacher discusses the events of the text with the students. *Practice: *Aim: To give freer written practice in writing. *Mode of interaction : T-SSS in the instruction stage/ S where each student writes individually. *The teacher writes on the board “A strange theft” and asks students to write an essay about the strangest theft they have ever heard about.

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