samira mustafayeva samira mustafayeva

intermediate level


Focus of the lesson is on the vocabulary about family words and phrases. The vocabulary is further fortified with a detailed reading (Who do you think you are? a BBC program that gets celebrities to research their family roots.)


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Main Aims

  • To provide detailed reading practice using a text about family in the context of family roots

Subsidiary Aims

  • To provide review of family in the context of family


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Warm up exercise begin with a speaking activity. Teacher elicits some ideas for questions students might ask, e.g. What is your job? What do you like doing at the weekend? Students then work in pairs to ask many questions as they can in two minutes. Then teacher nominates students to speak which has to be done randomly rather than round the class in order to prevent students from switching off before their turn.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Doing the vocabulary exercise about family. Students match the questions and answers alone then teacher checks their answers in pairs. Teacher elicits the correct answers and checks the meaning of new words then arranges students into small groups and ask them to discuss the questions together. When students finish, teacher elicits an answer for each question. In group discussions, teacher monitors carefully and notes down any common errors or examples of good language. After feedback, teacher goes through the errors as a class, without naming who made them

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Teacher asks students if they know much about their family history, or if they would like to. Teacher focuses attention on the logo and title and elicits their suggestions as to what the programme is about then writes some of the students' ideas on the board. Three minutes are given to the students to read the text quickly then their predictions are checked. Teacher explains that they will have a chance to read again for more detail afterwards.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Teacher focuses attention on the photos and asks students if they have seen any of these celebrities before. Students read the text more carefully and work alone to find the answers to the questions. They can then check their answers with a partner. In feedback, teacher elicits the answers, asking students to tell her which part of the text gives the information. Teacher points out the paragraph numbers at the side of the text and gives students 3; 4 minutes to find the words and phrases in the text, working alone and checking with a partner. Teacher then elicits the answers and checks comprehension by using focused questions, such as What kind of jobs can earn you a fortune? Which position wins a gold medal 1st, 2nd or 3rd? What things might organizing security involve? etc. Teacher drills the new vocabulary.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher puts students into small groups to discuss the questions ( Would you like to be on the program? Why\ Why not?) and monitors and provides vocabulary students need. In feedback, teacher nominates students from each group to tell the class their opinions.

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