Lesson Type: Reading Level of Class Number Length Materials

Upper-intermediate (B2) of of
Lesson Aims: The main aim student lesson Computer, worksheets, pp presentation and colored labels are
of the lesson is that s needed.
students will practice 60 mins.
skimming and scanning 18
skills in reading.

Lesson Objectives:
Students will improve their
comprehension skills
through reading.
Students will practice
speaking in the final stage
of the lesson.

Stage Aim Timin Inter- Teacher activity Student activity

g actio
n
Warmer (What To introduce the topic of 1 min T-C Greet students and tell them to sit in groups of The students will sit down and listen to the
do you know the text to the students 6 to form 3 groups. intro of the class.
about before they read the text 1 min T-C - The teacher will tell the students that they’re
“minority in order to engage their going to read a newspaper article. Project just
groups?”) interest about what they the headline of the article on the screen.
 are going to read. 1 min T-C - The teacher writes on the white board the
question: “What do you know about
“minority groups?”. Then he/she will explain
that each group must write down as many
facts as they know about it.
1 min T-C - Give instructions for the group work. Set up They sit up in groups of six at the tables, and
a timer of three minutes and explain that for they have three minutes to write down all
each correct answer a point will be given. ideas about “minority groups”.
3 min T-C - The teacher will monitor as they work.
2 min SS-C -Feedback on the question. Students will give their answers.
Introduce and To familiarize the 3 min T-C -Use pictures and context to elicit: lorries, Students suggest more word and phrases.
practice further students with the double-decker bus, mainstream, alternative. They listen and repeat. Note down words in
vocabulary concepts they will see in Use context to elicit: to reject, to reflect, to vocabulary notebooks.
the text and that they start up.
don’t know about.

To practice and 1 min T-C Project the matching vocabulary activity on

consolidate new items. the white board and give instructions.

2 min Pairs Students work in pairs on the activities.

T-C -Monitor as they work. Feedback on problems

if necessary.
1st reading To read the text quickly 2 min T-C - Hand in the skimming activity and give out -Students listen to instructions and make
in order to get a general the instructions for it (explain that you will questions in case they have doubts.
understanding. project on the screen the first sentences of the
paragraph and that they will have some time
to put them in order). Allow 3 minutes for
3 min students to work individually.
 Indiv Monitor as they work. Students work individually for three minutes
id. in order to identify the main idea and the
reason why the author is writing the text.

5 min St-C Open a discussion: “What can you tell me Students discuss their ideas about the text.
about the text?”. Ask them about what they
think they are going to learn in details.

1 min T-C Project the questions on the screen: Students read the questions.
- Who is writing the text and who did the
author want to read this text?
- What is the author saying? Why is she
saying this?

1 min Indiv Monitor and help while students read. Give Students read to find answers.
id. them 1 min.

2 min St-C Monitor and feedback (positive feedback). They give their answers individually.
2nd reading To read intensively in 1 min T-C
order to get a detailed
understanding of the text.
-Explain to the students that you are going to - Students listen carefully to the instructions
set up a timer bomb on the screen, and that and get ready to do the activity.
they have 30 seconds to find a word or
expression similar in meaning to the words
nor mal, escape, stop and mines.

3 min T- Set up the timer and write on the board -Students write the answers down on a piece
C/ind “normal”. of paper.
ivid.

Set up the timer and write on the board

“escape”.

Set up the timer and write “stop”

Set up the timer and write “mines”.

2 min St-C Ask ss. about what they found and compare -Ss. participate actively and give the answers
ideas. Give positive feedback. of what they found.

15 T-C Explain to the ss. that you are going to play a -Ss listen to the instructions and get into
min trivial game. Divide the class into groups of 3 pairs.
and give each team a colored label. Explain
that you are going to project on the screen 7
questions about the text, one at a time. They
will have one minute to search for the answer
and to write it down. After, you will ask about
 their answer and you will choose the correct
one, and give points to the team. The team
that’s got more points wins the game and in
case there’s a draw, give the teams worksheet
B and who gets the correct answers before,
wins.

T-C Project the questions on the screen. -Teams work on the answers.

St-C Check the answers as a class and decide who -Ss. give out their answers and follow the
won the game. teacher’s answers.
Follow up To consolidate the 1 min T-C Write on the board: “Alternative or
speaking understanding of the mainstream way of life?”. Divide the class
activity ideas in the text. into 9 groups of 2 people each. Tell them that
every group is a couple and that they have to
take a decision about the education of their
child, who is just born. Would they choose a
conventional or an alternative way of life and
ask them why.

4 min Grou Monitor as they work and note the errors but They discuss the activity and write down the
ps don’t correct them as they speak. main ideas. Choose one student to report to
the class.

3 min Class Encourage students to discuss on others’ One student from each groups explain their
decisions. Whole-class discussion. decision.
1 min Praise what they did well and elicit 2 or 3
mistakes.

1 min Set homework.