Yasmine Abu-Sief Yasmine Abu-Sief

Reading- Stuck on a desert island
intermediate level


In this lesson, students learn a receptive skill (reading), the lesson starts with a discussion about a picture "laf w dawaran" movie to talk about them as in the movie they were stuck on a desert island, then I will pre-teach them some vocabulary, ask them to skim the reading text for GIST, then read it again for specific information, then finally they will have the post-reading activity to personalize the idea of the text and relate it to their own selves.


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Main Aims

  • To provide gist, scan, detailed and inference reading practice using a text about some people share the things they would miss most and least in the context of being stuck on a desert island

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in interviews and conversations in the context of being stuck on a desert island


Lead-in (3-5 minutes) • To set the lesson context, engage the learners, and generate interests

- I will show them a picture of "Laf w Dawaran" movie, to discuss with them the idea that they were stuck on a desert island. - I will ask them some questions to generate interest: Where were they? were they stuck there or they wanted to stay? how long were they stuck there? - in pairs, I will ask them to talk about the things they needed the most/ least. - and also learners will talk about what they would need if they were in their shoes. -Share the ideas in open class.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

I will teach the students some vocabulary in the context of what I would feel if I were also stuck on a desert island. - I will tell them three separate sentences but in the same context, giving them the meaning, and they have to guess what the word is from the context (Elicitation) If I were stuck on a desert island, I would 1) be happy and relaxed in the beginning, but after that, I will "get very angry" (go mad) 2) feel lonely as I will be "away from the whole world" (cut off the world) 3) miss my favourite food; pizza, bread, cakes, and pies (Pastry) - I will follow the ECDW. (ccqs are written in the LA sheet)

While-Reading #1 (4-6 minutes) • To provide students with less challenging gist and specific information reading tasks

- Students will read the questions first to help them understand what they're going to do next. (set the task) - They will skim the 7 posts and try to find answers to the questions of exercise C while I am monitoring. (do the task) - They will discuss their answers in pairs (pair check) - share their ideas in open class. (feedback)

While-Reading #2 (7-9 minutes) • To provide students with more challenging detailed reading tasks to find specific information.

- Students will read the text again but slowly to find more specific details. - Answer the questions of exercise d - They will check their answers in pairs, while I'm monitoring them. - Share their answers in an open class.

Post-Reading (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Exercise a: - I will ask them to list three things they would miss most and three they would miss least if they were stuck on a desert island. - they will share ideas, mentioning reasons that could be behind their needs for those things. (content feedback) - I will be taking notes about the mistakes. - Linguistic feedback will be taken by the end of the next speaking activity.

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