Yolanda Argumanis Yolanda Argumanis

Reading lesson
Pre-Intermediate level


In this lesson students practice their listening skills.


Abc Coursebook text

Main Aims

  • To provide gist and detailed reading practice using a text about time capsules.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion and coming to a decision in the context of making a time capsule.


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

1. Ask the students "Can we travel to the past? Would you like to?" 2. Tell them there is a (sort of) a way, but they have to discover it. 3. Play Hanged Man: i. Show a picture of clocks with four gaps below it ( _ _ _ _ ) and a picture of capsules (medicine) with eight gaps below it ( _ _ _ _ _ _ _ _ ). ii. The students have to say different letters until the guess "Time Capsules". If they guess a letter, show it above the gaps, but if they get it wrong, start drawing a man tied to a noose.

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

1. Tell students that they are going to read a text about Time Capsules, but first, we will check some terms together. 2. Show 4 sentences with the vocabulary to pre-teach bigger, underlined and in bold, and ask them to match them to the right picture. There will be 4 pictures. a. I always "hide" my snacks under my bed. b. I want a "glass" of orange juice. c. Yesterday I "built" a Lego house. d. I’m trying to "find" my keys! 3. Concept check Meaning, Form and Pronunciation. a. Do I want people to know where my snacks are? (No) Is it a noun, verb, adjective…? (Verb) Drill b. Is this a glass of juice? [Shows plastic cup on camera] (No) Is it a noun, verb, adjective…? (Noun) Drill c. Can you show me how to build a Lego house? [Sts mime with their cameras on] Is it a noun, verb, adjective…? (Verb) Is it in present, past or future? (Past) Drill d. Do I know where my keys are? (No) Am I looking for them? (Yes) Is it a noun, verb, adjective…? (Verb) Drill *Only drilling because they are one-syllable words.

While-Reading task #1 (8 minutes) • To provide students with a less challenging gist reading task

1. Show the students the text and tell them that they will now read it quickly and choose the best heading (on the right side of the slide) for each paragraph. - A great gift - Why do people use them? - A discovery 2. The students read for 2 minutes. Send the students to BORs for 1 1/2 minutes to check their answers. 3. The students come back to the main room. Feedback. Match the headings as the students answer.

While-Reading task #2 (10-12 minutes) • To provide students with a more challenging detailed reading task

1. Show the students some sentences related to the text. The sentences have 7 blank spaces. Tell students they will have 30 seconds to quickly read the sentences and then they will have three to four minutes to read the text again and fill the blank spaces with the right information. Give students a link to Jamboard with the text and exercise so they can read both the text and the sentences. 1. People choose objects that are _____________ of their time. 2. The containers are usually put under the ground or in _____________ of buildings. 3. Some English teachers have opened a time capsule from _____________ years ago. 4. The capsule had money, _____________, newspapers and information about the school’s _____________. 5. Today people give them as _____________ to newborn babies. 6. When they grow up, they can learn what things were popular the year they _____________. 2. Send the students to BORs to check their answers for 3 minutes. 3. The students return to the main room. Feedback. Show answers after eliciting them.

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

Making a Time Capsule 1. Tell the students to write of 3 items they would like to put in a time capsule and think about why? 2. Tell them they will now go to groups and have to tell their group their 3 items, explain why they want to put those items in the capsule and decide which 4 they will put together as a group. 3. Check instructions, share Jamboard slide where they can find the activity, and send the students to BORs to work in pairs for 6 minutes. Monitor closely and note down some of the students' mistakes. 4. Students return to the main room. Whole-class feedback: - What were the final 3 items? Why? 5. Write the items each group mentions on the slides. *Optional: Give the students 30 seconds to choose their favourite capsule. Give them a link to Mentimeter to see which group wins. Congratulate the winners and then everyone.

Delayed Error Correction (3-5 minutes) • To give the students feedback on their mistakes and help them improve their use of language and pronunciation

1. Show students some of the sentences with mistakes and words that were mispronounced noted down during the monitoring phase. 2. Elicit the correct syntax/lexis and pronunciation. Students correct their own mistakes. 3. Drill.

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