Gregory Campbell Gregory Campbell

Reading - The Grass is always Greener
A2 level


This lesson sets the context for the next lesson with the Ss reading a text about people who are moving to different locations. The Ss will work in two different groups throughout the lesson in order to do a jigsaw reading activity. Though the topic is not difficult the Ss need to be fully engaged and complete all the activities in order to do the productive task at the end of the lesson


No materials added to this plan yet.

Main Aims

  • to enable Ss to develop their reading skills(scanning and detailed understanding) with a text about moving to a different location

Subsidiary Aims

  • to give students semi-controlled speaking practice by discussing the text about moving to a different location


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

Put pictures on the W/B of places in a city and places in the country. Ask, "Where is this place? or What is this place? What is happening? What do you see?" Ask to the Ss to come to the W/B to look at the pictures Elicit FB (Remember to point out that the metro in the UK is called the tube.) "Where is this place?" Write on the W/B above the pictures "in the city/in the country" "The pictures of the city is my hometown St.Louis. I like my city a lot. It has a lot of restaurants, shopping malls, and places to party at night. My has has a lot of ways to travel. I can drive my car, ride the bus, or take the metro. However, my city is very crowded and in some places is very dangerous at night. When I go back to America I will live in St. Louis again because I enjoy city life."(Follow the pictures as you speak)

Pre-Reading (6-8 minutes) • To prepare students for the text and make it accessible

Split the class into 2 groups. Group A/Group B Handout Discussion Questions(only give 1 per group) "Read the questions and talk about them with your group." ICQ "After you read the question what do you do?" "Read the question 1st, then...." Elicit FB from the groups

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

Put Pictures of Matthew and Stuart on the W/B. "This is Matthew and this is Stuart. Matthew lives in the city. Stuart lives in the country. Mathew is going to move to the country and Stewart is going to move to the city. Why do you think Matthew is going to move to the city? Why do you think Stuart is going to move to the country?" Elicit WC feedback Handout Prediction Ex 1 per group "Group A - read the sentences and underline the sentences you think Matthew might say. Group B read the sentences and circle the sentence you think Stuart might say." ICQ "What do you underline?" Handout reading text "Now read the paragraph and check your answers" FB "Do you need to change any of your answers?"

Reading for details (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Handout A/B ex4 (1/pair) Ss work in pairs within their groups "Now read the text again and answer the questions with your partner" Handout A/B ex4Answerkey "Now check your answers" Elicit FB "How did you do? Good/So-So/Bad."

Post-Reading Speaking (12-14 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss work in pairs/small groups to discuss what they remember from the reading text "Now turn all of your papers over. Talk to your partner. Tell your partner everything you remember from the reading. What can you remember?" Ss from the A group are paired with Ss from the B group to discuss what they remember from the text. If the numbers are uneven have the Ss work in a 2:1 ratio; keeping in mind to have weaker Ss work with strong Ss Regroup Ss "Now tell your new partner everything you remember from the reading text. Listen very carefully." Handout A-B T/FQuestion "Read the sentences. If the sentence is True or Correct write a T next to it. If the sentence is False or Wrong then write a F next to it." Ss check each other work "Now give your paper to your partner and check the answers." Pass out A-B reading Text "Now read the text that your partner talked to you about." Elicit FB "How did you do talking about the text? Did you remember the text?" Give delayed FB

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