Abdirahim Alabbasi Abdirahim Alabbasi

Teaching Practice 5
Upper-intermediate level


In this lesson, students will read different paragraphs about lottery and express their opinions about the topic.They will be introduced to the related vocabulary, which will help them understand the text better. They will read the text for both gist and details and find specific information in the text. They will discuss their opinions with their partners and in groups and learn as much as possible about their partners` opinions.


Abc Handouts
Abc Pictures
Abc WB

Main Aims

  • To provide gist and scan reading practice using a text about winning prizes in the context of lotteries

Subsidiary Aims

  • To provide clarification of lottery related words in the context of money


Warmer/Lead-in (7-9 minutes) • To set lesson context and engage students

T asks Ss "Do you believe in luck? Why?/Why not?" Ss respond and the T uses their responses as a lead in to the topic of lotteries. He puts a picture of lottery tickets on the WB and asks Ss " what do you see in this picture? " Ss "lottery tickets" "What do you think about lotteries? Are they a good way to spend money? Why/Why not?" Ss give their opinions. T asks students to stand and arranges them according their shirt color, he partners every two Ss together and gives them HO1. "Choose two of these questions to ask and answer with your partner." Ss discuss in pairs, T monitors and then gets some pairs to share their responses with the class.

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

T pre-checks some vocabulary items to confirm his assumptions about the things Ss know or don`t know. "What do you call the largest prize in a lottery?" T Elicits (Jackpot) , Clarifies with more clues, Drills and then writes it on the right side of the WB. "what verb do we use before jackpot to describe winning the biggest prize?" T elicits the collocation (hit the jackpot) and writes the verb on the WB. "If someone hits the jackpot, does he get the money in payments or in a lump sum" T lets Ss guess the meaning of the phrase (lump sum) from the context of the question. T clarifies, drills and then writes the word on the board. T "What if you get the prize in payments, for example, one payment every year? what do you call that, something that happens once every year?" T elicits the word (annual) clarifies, drills and writes it on the WB. T elicits other words like (contrary to - raise- ancient - fund) clarifies, drills and writes them on the board.

While-Reading task for gist (8-10 minutes) • To provide students with less challenging gist and specific information reading tasks

T "You will read a text in a few minutes, talk to your partner and guess what the text is about?" Ss talk for one minute, then T stops the activity. "You have ten facts in this text, choose one fact that interests you the most. Will you read in pairs? No, alone. You have one minute" Ss read, T monitors and decides whether Ss should have more time or not, then stops the activity. T "Discuss your fact with your partner and tell them why you think it`s interesting." T monitors and then asks some partners to share their answers with the class.

While-Reading #2 (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading

T "The text you have came from three different sources: 1- An encyclopedia article about lotteries. b- A business article about the benefits of lotteries. c- A website about gambling addiction and the dangers of lotteries." "Which source do you think will be in favor of lotteries? Which one will be against them. Which one will be in between." "read the facts again and decide which fact belongs to which source? Will you work alone? Yes" T gives Ss the HOs and they read the text for details. T gives them five minutes, Ss read, T monitors and then stops the activity. T assigns groups and says "Check your answers in groups and see whether you agree with them or not" Ss check in groups and T gives some FB and writes the answers on the board.

Post-Reading (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T assigns groups of four, then asks them to answer this question "What would you change about lotteries and why?" Ss talk in groups, T monitors, asks groups to share their ideas with the class then gives FB and does some error correction

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