Sabina Sabina

Teaching practice 4
Pre-Intermediate, A2 level


In this lesson, students do reading for gist and specific information exercises during a receptive skills lesson; at the end of the lesson the students practise speaking within the context given.


No materials added to this plan yet.

Main Aims

  • To provide gist and detailed reading practice using a text about Famous Dystopias in Literature in the context of Hopes and Fears

Subsidiary Aims

  • To provide fluency speaking practice in a Conversation based on the text about Famous Dystopias in Literature in the context of Hopes and Fears


Lead-in (5-7 minutes) • To set the context about dystopias in literature and engage students

Before the lesson starts, I'm going to hang the pictures related to the three books/movies mentioned in the text the sts are going to read in the lesson. As the lesson starts, all sts will be invited to pick up a flash card of one of four colours, so all sts will be divided in 4 groups. Then, I'm going to set the task: to walk around the classroom, look at the pictures and in groups decide what those pictures represent (GW). After the sts come up with some ideas, I will tell them the pictures represent famous books about dystopias. To elicit the meaning of the word, firstly, I will elicit the word "utopia".

Pre-Reading (8-10 minutes) • To pre-teach the vocabulary and prepare students for the text

I'll draw the word "dystopia" on the WB and ask the sts in their groups brainstorm some ideas characterizing dystopias. (GW) Then, the sts in turns come up to the WB and write their ideas. As a FB, I'm going to concept check the words which I think they might have difficulties with.

While-Reading #1 (8-10 minutes) • To provide students with a less challenging gist reading task

I'll tell the sts they are going to read three short summaries of those books and do the ex. 3 on page 46 (Solo). The sts compare their answers in their groups (GW). As a FB, the correct answers will be provided on the WB.

While-Reading #2 (12-15 minutes) • To provide students with a more challenging detailed reading task

The sts read the texts again and do the ex. 4. (PW) For checking answers, the sts change partners.(PW) As a feed back, I'm going to divide the WB in three columns (each for a book) and ask the sts to write the correct answers on the WB.

Post-Reading (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Perform a demo to the ex. 5 on page 46. Make the sts change the partners again and do the speaking ex. 5. (PW) As a feed back, do an error correction on the WB.

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