Diana Laura Rodríguez Patrón. Diana Laura Rodríguez Patrón.

Reading Skill
Upper-intermediate. level


In this lesson students will practice their reading skill. First SS will share their opinios about some pictures, then they will read for gist and match headlines with the text, after that, they will read again and answer some questions. At the end, there will be a follow-up activity where they will have an activity to practice their productive skills.


Main Aims

  • To provide gist reading practice using a text about worst case scenarios in the context of possible accidents.

Subsidiary Aims

  • To provide clarification about possible unknown vocabulary.


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

Teacher will project a slide where to introduce the topic "Worst case scenarios". T will show four different emergency situations. T ask Ss if they have been in a similar situation. T listen to the Ss' answers.

Pre-Reading/Listening (4-6 minutes) • To prepare students for the text and make it accessible

T previously chose four words to explain before reading the text. T shares screen where there are sentences with the words highlighted. T instruct Ss "We are going to do a quick activity, we are going to match the sentences with the cartoons." T nominates 1 Ss to match the first sentence. T ask other Ss to answer. After all sentences are matched, T explain the vocabulary highlighted and models its pronunciation. T asks CCQ's.

While-Reading/Listening #1 (5-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T shares screen and instrucs "Now you are going read about what you should do in different emergency situations. You will have 3 minutes to have a general idea and afterwards you will match the text with its title". T asks ICQ's. What are going to do? (Read and match the text with its title).How much time do you have? (3 minutes) After they read, T explains that they will compare anwers with a classmate. "Now I'll give you one minute to check you answer with your classmate, for this we will use a breakout room". T ask ICQ: How much time do you have? (one minute) After the minute T ask Ss to share their answers. Before moving to detail-reading activity T asks if everything is clear or if they have questions.

While-Reading/Listening #2 (9-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T shares screen for task 2. T instructs "Now you will have to read again and answer this questions, for this you will have 4-5 minutes, please write your answers on a paper or in the chat box". T ask ICQ's: What are we going to do? (Answer the questions). How much time you will have? (4-5 min). T instruct to start with the task. T explain that they will compare answers with a classmate in a breakout room. "Compare your answer with your classmate, you will have 2 minutes". T create breakout room and set the time. T monitores the breakout room. After 2 minutes, T nominates 1 SS to answer Q1. (If it’s not correct, T asks the opinion of another Ss to get the right answer. T would ask the SS to share the reason for their choice.) T repeats for Q2. Before moving on, T ask if there are any questions.

Post-Reading/Listening (7-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T shares screen. T gets the Ss attention. "For the final task, I want to discuss the following questions..." - Are there things that you used to do that are wrong? - What are you going to do differently? T gives them time to participate and share their ideas. T listens carefully to Ss and take notes in order to summarize their ideas. T stop sharing her screen and open the Zoom whiteboard. T writes sentences collected during monitoring and ask students to improve their sentences/phrases. T thank Ss for their time.

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