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Teaching Practice 2
Upper Intermediate level


In this lesson, student will start to learn about what -able mean and how it is used jn sentences. The topic is about diseases, so there will be matching exercises and mostly reading exercise around it. Student will have to examplify the use of -able to make sure their understanding.


Abc Matching hand outs
Abc Picture of preventable disease
Abc Choices
Abc Text Reading
Abc answer key for Qs
Abc Answer key for Qs Ex 3 - Reading
Abc 'the discussion sentences

Main Aims

  • To give Ss practice in reading for gist,detail and in deducing meaning from contex.

Subsidiary Aims

  • To raise Ss' awareness of and give practice in adjectives endingin suffix-able through the context of preventable diseases. To give Ss practice i speaking for fluency through a discussion.


Warmer (2-5 minutes) • To introduce the topic and prepare the class

T hangs the pics that implies flu on the board and ask " what does it indicates?" " is he ok?" "is he having a good time?" and after this question, ss should answer randomly and then T asks " what are the ways of avoid catching this illness?" "Does it kill?" Later, when you get the FB, you can start the next stage.

Presentation (2-5 minutes) • TO present Vocabulary to ss

Show the students the pic of a boy drinking water and make sure they read the headline. Tell them there is one keyword that makes this a 'news' story. Ask them " What word is this? Give them a minute to discuss with their partner to find the word and after randomly choose a person to reply. ask them " does preventable mean death? " if not " What does it mean? " then write -able on the board ask them to give examples if they know what it means.

Focus on meaning (2-5 minutes) • to consantrate more on the topic

Write on the board preventable disease and preventable weather and ask ss which combination is correct. Then give them out the matching cards that was prepared before and ask them to match nouns and adjectives with their partner or chosen partner. Give them 3 mins and hand them the answer key to check their answers.

Pre-reading & Gist (2-5 minutes) • to give some idea to ss about text

First show the text before handing them out to ss and ask " Where do you think it came from? " quickly write the possible options on the board and give out the text. Give them only 30 seconds to figure out where it came from. After according to answers , ask them " how did you decide if it is ...?" Then later give them 3 mins to talk with their partner about diseases.

Reading for detail (2-5 minutes) • to understand more about text

After little bit of discussion about diseases , T " now I would like you to read more carefully and freely and try to understand the text. After you finish it please answer the questions." Students are given enough time to understand and T never answers word questions about text. Ex 3 will help along the way. Write the answers on the board.

deducing meaning from concept (5-10 minutes) • to learn more about words in context

After they answered questions, Teacher divides the class by two and gives one side the answers and other side the questions. So later T gives limited time to find each other whoever finds sits together and will need to explain the word they have to their peers. at the end they will get all the answers and all the questions.

Post Reading (5-10 minutes) • To personalize the topic that they just discovered

After the GW, Student just divided by 3 groups and T asks them to choose one of the option its given. They later need to explain and discuss why they chose that option to their group. After these Teacher randomly selects students and hear the reasons why they chose specific option.

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