Nancy Meckel Nancy Meckel

TP1 LP Nancy Meckel
Intermediate level


This is a reading lesson with the intention of providing Ss opportunities to develop skills and to interact with an authentic text.


Main Aims

  • To provide gist and detailed reading practice in the context of a text about underwater art.

Subsidiary Aims

  • To provide SS with the opportunity of speaking practice with partners and the whole class in the context of synthesizing the reading text content and sharing ideas with other students and the class as a whole.
  • To provide clarification of four possible blocking words from the text.


Warm-up/Lead-in (5-7 minutes) • To set lesson context and engage students

I will show Ss two photos, each annotated with a question. This is to give Ss the opportunity to predict content of the text they will read through discussion in BORs. Ss receive links to the Jamboard files in the chat. One part of the class receives one question/photo for discussion; likewise, the other receives the second question/photo. . (JAMBOARD) I monitor each BOR briefly at the beginning to ensure Ss have understood the task. 3-4 min. OCFB 2 min.

Pre-Reading / vocabulary (4-6 minutes) • To prepare students for the text and make it accessible by introducing 4 challenging words from the text.

Each word is introduced to Ss for meaning with example sentence(s) and 1 or 2 questions incorporating the vocabulary word; elicit knowledge from Ss about the form of the words; pronunciation including syllable count and stress. The 4 words: sculpture damaged encourage environment. (Google Slides)

While - Reading for gist (6-7 minutes) • To provide students with the opportunity to read for gist, e.g. for 1 or 2 general ideas gleened from the text.

I lay out the steps to Ss: They will read the text quickly, and don't need to worry about vocabulary they don't know. The goal is to understand the central idea(s) of the text. (Google Docs). 3 min. Checking understanding: Ss will match each of 5 main ideas from the text with photos. Answers and discrepancies will be discussed. (Jamboard). 3 min

While - Reading for detail (10-15 minutes) • To provide students with more challenging detailed reading tasks requiring deduction and inference.

I will ask Ss to read, this time at a comfortable pace and with attention to meaning and detail. While reading, Ss refer to a list of 5 wh-questions they received via a link placed in the chat. Some questions require factual answers and some are intended to elicit inference and/or opinion. 5 -8 min. Ss will work in pairs, comparing answers using private messaging in the Zoom chat. 3 - 5 min. OCFB 2 - 3 min.

Post-Reading (6-8 minutes) • To provide Ss with an opportunity to respond to the text and expand on what they've learned, as well as speaking practice.

1. In your opinion can Jason de Caire Taylor's art have a positive effect on the underwater environments where he places them? How? 2. Can his sculpture also have a positive effect on the environment beyond the underwater locations of his sculptures? How? 3. Would you like to see Taylor's underwater sculptures either by visiting CancĂșn or another location in the world?

Post-Reading / DEC (2 minutes) • To provide Ss with delayed error corrections.

Write 2 - 3 errors in original context on whiteboard, as a Google doc, in Jamboard or similar. Point out the error to Ss and elicit corrections from Ss. Give FB and write the correct form on/in the board. 2 min.

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