Mike Hennie Mike Hennie

Upper Intermediate level


In this lesson students will use reading skills to learn new vocabulary in the context of time management and will confirm knowledge of the context by using speaking skills within the context.


Main Aims

  • To provide scan and detailed reading activities for students to learn and practice comprehension.

Subsidiary Aims

  • To provide clarification and review of vocabulary to expand student's function and use of the English language.


Intro/Warm-up (5-5 minutes) • To introduce the topic, engage students in the class, and introduce the context for today's lesson

Teacher will use OHP to show pictures of time management and reminder items. Teacher will ask students to think about what these items have in common and ask them what other items they may use to remind themselves or to manage their time.

Preview Vocabulary (5-10 minutes) • To provide an introduction or review of vocabulary to assist students in reading.

Teacher will instruct and ICQ a matching activity to introduce vocabulary review Students will work in pairs to match the vocabulary. Teacher will monitor this activity and provide an answer key. Through monitoring the teacher will determine if help is needed with pronunciation or definitions of the words and choral drill and provide support as necessary according to the following information: Matching of Definitions will be used to check the understanding of vocab words. In case further explanation is needed I will use the following: Priority vs. Critical – Priority speaks about ranking activities – Ranking what is to be completed first. Critical is an activity which must be done. Dread is not about wanted to do something because of convictions but about desire - Such as the Dishes Procrastinate – When you know you have to do something to do, but don’t – Prepare a lesson to teach ;) Preferably – I want a candy bar, preferably a snickers Convinced – You have shown me good reason to believe that, I’m convinced Interruption - I would have been done earlier if there weren’t so many interruptions

While-Reading (5-5 minutes) • To provide a gist reading activity allowing students to become familiar with the topic

Students will be given HO (Timely Tips) to read for gist,or skim, and to become familiar with the topic. Students will be asked: Think about what ideas are presented and be prepared to share some ideas. After reading through the article one time (for about a minute) and becoming familiar with the topic students will discuss what ideas were presented in the text.

While-Reading (15-20 minutes) • To provide detail reading activities to allow the student a more in-depth look at the article and undersand the content of the material.

Students will read individually and then work in pairs and do a scan reading activity which will allow the students to interact more with the topic. Students will be given a crossword puzzle where the clues are created from sentences within the story. Students will scan the article to find the sentences used in the gap-fill puzzle and use those words to fill in the crossword. Students will be given an answer key to check in their pairs when finished. After checking the answer key and IF TIME ALLOWS students will be given HO (Detail Questions) and asked to answer them individually and will be given another partner to share answers with. Answers will be posted to the White Board.

Post-Reading (10-15 minutes) • To provide a speaking activity which helps the student to produce language and practice using the material provided.

Students will be given HO (Post-Reading). This activity will be modeled to the students and then half the students will be placed in a line and the other half lined up in front of them. Line 1 will ask questions of line 2 from the handout and line 2 will answer Students will switch who asks and shares and then groups will be switched as well to provide the students with prolonged practice.

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