Casey Casey

TP 1 Lesson Plan, Casey
B1 Intermediate level


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Abc TP3 Lesson

Main Aims

  • To provide gist and detailed reading practice using a text about advice

Subsidiary Aims

  • To elicit student discussion on the topic of advice.


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

Lead in with comedic picture displaying bad advice to establish the topic context of the lesson. Tell Ss that they will be reading a text on advice. Elicit discussion on good/bad advice and times students either gave or received it.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Cover vocabulary for meaning, form, and pronunciation of three words; tidying, pile, and biscuit. The first two are connected to two techniques given in the advice, and the last for a suggested reward mechanism.

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

Provide students with reading and pictures of corresponding problems the reading might address. Breakout students into groups to read for gist and satisfy a simple question for comprehension: "What topics of advice are covered?" After several minutes, bring students back to open discussion to cover the various topics groups have agreed upon.

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

Students are given a list of true and false statements regarding the text's specific advice to demonstrate detailed comprehension of the text. Breakout into groups to discuss the validity of the statements and share understanding of the reading. After several minutes students are brought back into open discussion to check their findings against the proper answers, with clarification if any were in debate.

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

To personalize the text and the lesson context, students are put into breakout rooms and asked whether they find the advice in the text helpful or not. Resume open discussion on what and why some examples might be or might not be good advice, followed by delayed error correction recognized in breakout rooms to address accuracy.

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