Tuğba Tuğba

Teaching Practice 2
Upper Intermediate level


In this lesson, Ss will practice reading for gist, detail and specific information with a text called "Languages alive and dead.".The lesson starts with Ss discussing in pairs what they know about dead and living languages and then they read the text quickly to see if their ideas are mentioned. Then, they will do a vocabulary activity about the possible unknown words in which they match the words with the definitions. This is followed by a specific information activity in which Ss have to order the sentences according to the text. Then, for detailed reading, Ss are divided into groups to answer some comprehension questions. After that, Ss deduce meaning from the context through a vocabulary activity. Then, as a post activity, Ss are given statements to decide if they agree or disagree with them


No materials added to this plan yet.

Main Aims

  • To provide Ss with practice in reading for gist, specific information and detail in the context of languages and how and why they extinct.

Subsidiary Aims

  • To provide Ss with practice for fluency speaking in the context of agreeing and disagreeing and supporting ideas.


Warm-Up (3-4 minutes) • To get Ss interested with the topic

T writes "Canichana" on the board which is an extinct language in South America. Then, T asks Ss questions like " what do you think this is, do you think it is now spoken anywhere in the world etc". T writes "dead language" next to Canichana. Then, T writes English and tries to elicit the answer "English is a living language". This is followed by T asking Ss to discuss in pairs what do they think the differences are between dead and living languages.

Read for gist (5-7 minutes) • to make ss read for gist

T asks Ss to read the text quickly and then discuss in pairs whether their ideas about dead and living languages are mentioned. Then, T takes FB from the pairs.

Pre-reading vocabulary (5-7 minutes) • To raise Ss awareness of related lexis

T gives Ss a handout in which there are sentences with the possible unknown words. T asks Ss to read the sentences first and then match the words with their definitions in pairs. Then T gives Ss an answer key.

Read for specific information (6-8 minutes) • To make Ss practice reading for specific information

T asks Ss to read the text and again and then asks them to order the sentences in Reading Part 1 according to text. While Ss read, T writes the sentences on the board. After Ss finish reading, T asks them to check their answers with their pairs and then nominate different Ss to come to board and order the sentences.

Read for detail (5-7 minutes) • To make Ss practice reading for specific information

T numbers Ss and asks Ss with the same numbers to sit together. Then, as groups, T asks Ss to discuss the comprehension questions in Reading Part 2. Ss discuss and then T takes FB.

Personalisation (0-1 minutes) • to make Ss personalize with what they have learned in the reading text

T asks Ss if they have learned anything new with the text. T elicits answers from couple of students.

Speaking (6-7 minutes) • To give Ss practice in speaking for fluency

T asks Ss to look at the statements in the handout she has given to Ss. T tells Ss to think about whether if they agree or disagree with the statements and to what extent. Then, T puts signs on the walls of the class saying "agree, strongly agree, disagree, strongly disagree". After Ss finish thinking, T asks Ss to stand up and run to the opinion sign that is closest to theirs. Then, T takes FB from a couple of Ss as to why they think so.

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