Stage name

Stage aim What is the reason for this

Procedure
Who does what?

Interaction

Time

stage of the lesson? (To )

LEAD-IN
To introduce the topic of
achieving goals, to enable Ss
to set predictions and to
enable Ss to get familiar with
the lexical items important
for understanding the text

I display the two photos with article headlines

(Going Up/Going Down) from the course book
on the IWB. Also, there is a question written
underneath: What goals do you think they
reached? (If Ss dont know what to reach a
goal means, I will give an example of passing
an exam and say that it is my goal and if I
reach it, Im happy) I tell the Ss: Have a look
at the people on the photos and in pairs
answer the question.
The Ss discuss in pairs for 2 minutes and
meanwhile I make a simple chart on the board
(picture 1 and picture 2) in which I will note
my Ss predictions.
OK, lets hear some ideas! I nominate a few
Ss.
During feedback of Ss predictions, I not only
write their ideas on the board under the
corresponding category, but I also
a) note some nice/new vocabulary the Ss
produced
b) elicit key vocabulary for the text they
are about to read
So, for example, for picture/text number 1 I
will need the verb to climb What is this on
the photo? (mountain) if you climb a
mountain, where do you go? (up)
What else can you climb? (a hill, a tree, a wall,
stairs...)
What sound you dont hear? (b) I write the

10
min
S-S

T
SSS

Tutors comments

phonemic transcription on the board.

What do you need to breathe? (oxygen => if
they say air, I ask them: whats in the air we
breathe?)
If you have a lack of oxygen, do you have
enough? (no)
How many syllables can you count? (3)
Wheres the stress? (on the first one)

FIRST READING TASK /

READING FOR GIST
For Ss to practice reading for
gist

SECOND READING TASK /

READING FOR DETAILED

For picture/text number 2: hold your breath

If I do this [I mime holding my breath], can I
breathe? (no) is it for a short or long time?
(short) How long can you hold your breath
for? (I nominate a S for this personalized
question) If I do this [I breathe in], I take a
breath. I do the same for let out a breath and
write it all on the board. I write the phonemic
transcription of a breath
If you swim underwater, you... (dive) Can it be
dangerous? (maybe) What do you wear? (a
diving suit, breathing equipment) I also note
down the pronunciation.
Here are your ideas. (I show on the board)
Heres the text. (I chest the handout) Read
quickly and see if you are right. Start reading
when I say Go!. You have 2 minutes. I
distribute the handouts facedown and say
go.
Ss quickly read through the texts and after 2

S
10min

S-S

T
SSS

10
min

INFORMATION
To check more detailed
understanding of the text
and to establish the correct
answers of the reading task

FREER SPEAKING PRACTICE

To allow Ss to personalize the
topic and express their
opinion and to develop
spoken fluency

FEEDBACK TO FREER
PRACTICE
To allow Ss to share what
they talked about and
provide feedback on content
and language used during
the activity

minutes I say:
OK, check in pairs. Ss share their ideas and,
meanwhile, I monitor for 1 minute.
I get feedback about what these people from
the text achieved and compare it to what the
Ss said by simply putting a tick next to each
idea they guessed correctly.
Heres the text. Here are the sentences. (I
chest the handout and show the sentences)
Read the text again and mark T(rue) or
F(alse) for each sentence. You have 5
minutes. Ss read the text individually in detail
and mark the sentences with T or F.
After 5 minutes (or less if they have finished) I
say: Check in pairs. I monitor their comments
with their partners.
I get answers to the questions by nominating
random Ss. For each F(alse) sentence I tell
them to give me the true one. If they cannot
answer for any f the sentences, we focus on
the relevant sections of the text.
In order to create discussion I display the
following sentence on the IWB: Its more
important to have new challenges every day
than to have a relaxing life.
I groups of three discuss what you think.
While the Ss discuss, I monitor and note down
their good and bad uses of language for
feedback stage later on.

S-S

T
SSS

SSS

5 min

T
SSS

5 min

After 5 minutes of discussion, I do the content

feedback by nominating the groups to share
their opinions with the class. Afterwards, I do
the feedback on language based on the
examples I had previously written.