Ivana Popov Ivana Popov

Relationships, Reading and Writing
Intermediate, Level B1 level


In this lesson students will practice reading and speaking, focusing on a text about personal relationships. I will ask them to demonstrate their ability to discuss personal relationships in L2 and then introduce them to vocabulary relevant to the topic, engaging them in whole class question and response activities, individual reading exercises, pair and group discussion, and a number of other activities that use images and realia to introduce the students to and allow students to practice reading and speaking a new (or familiar!) lexical set.


No materials added to this plan yet.

Main Aims

  • To provide both gist and specific information reading practice using a text about personal relationships. By the end of the lesson students will have had time to practice reading individually, and demonstrate their comprehension through pair and group discussions and through whole class feedback.

Subsidiary Aims

  • For students to practice speaking, both in pairs, groups, and to the whole class. By the end of the class students will have familiarised themselves with a lexical set relating to personal relationships and know how to use specific vocabulary in simple phrases to describe their relationship to a loved one.


Warmer/Lead In (3-5 minutes) • To set lesson topic and engage students. To familiarise students with vocab that is essential for understanding the text.

I will explain to the class that we are beginning a new topic today and write the word RELATIONSHIPS in the centre of the WB. I will ask the class to tell me what they think of when they see/hear the word RELATIONSHIP and write down their answers on the WB. If the students have missed any of the key vocabulary (vital for gist meaning) from the text which I will be using later in the lesson (ex. 1 and 2) then I will make sure we add these key words to the board by asking students questions which encourage them to find the words themselves.

Warmer/Lead In 2 (1-2 minutes) • To create interest in the topic of the lesson, and to make it relevant to students. To familiarise students with vocab that is essential for understanding the text.

I will point out, by circling the words on the WB that relate to PERSONAL RELATIONSHIPS, that mainly, when we talk about relationships, we tend to be talking about PEOPLE: the way that two people or a group of people FEEL and BEHAVE towards each other. I will ask a series of questions to check that the class have understood this definition of relationships: Do you have a sibling? How do you feel about your sibling? How do you behave towards your sibling? Are you close? Do you fight? Do you have a husband/wife? Do you love your husband/wife? Would you kiss your husband/wife? Would you kiss your teacher?

Pre-Reading (3-5 minutes) • To set the context of the text to come.

I will wipe the WB clean and stick four photographs on the WB. Each photograph will show a person holding a photograph of another person/persons. I will ask the class to turn to their neighbours and talk for 1 minute about the possible relationships between the people in the photographs. After 1 minute I will ask individuals in the class to tell me the relationships between the people in the photos and, with agreement from the whole class, I will write the relationships that the class have suggested under each photograph.

Gist Reading (6-7 minutes) • To test global understanding of the text.

I will then present the class with four names - BRUCE, CHRIS, ALISON, DEBRA - which will be written on individual pieces of paper and which I will stick silently on the right hand side of the WB, in a column from top to bottom. I will not talk about these names, but explain that it will be the aim of the class to match the names with the photographs. I will assign a name - verbally - to each pupil, and then group them according to their new names, seating the BRUCES together and the ALISONS together etc. I will show the class that I have four separate pieces of text, one for each group. CCQ - Who is your text about (refering to the ALISONS)? etc. I will then ask the class to take 5 minutes to read their texts individually and then, in groups, discuss the relationships they are reading about. ICQ - what will you be doing first? Reading. Are you doing this alone? Yes. And then, what are you discussing? The relationships in the photos. Before giving the students the texts I will point out that their aim is to see if they were correct in guessing the relationships in the texts. I will tell students not to worry if they come across some strange phrases, that we will discuss those later in the lesson. I will then give the students their texts and monitor as they read individually and discuss in groups.

Answer Check (3-4 minutes) • To check comprehension and to go over some key vocabulary.

I will ask the class if they were correct about the relationships in the photographs. I will hold up pieces of paper with the correct relationship types written on them and ask the class to match the names and the relationship types with the photographs. Here I will focus on two vocabulary points: sponsor (to clarify the meaning in case it is not known), and identical twin (to clarify both the pronunciation of 'twin' and also the meaning of 'identical'). I will ask the class for an example of a Turkish charity, and I will use realia to demonstrate the definition of identical.

Detailed Reading (4-5 minutes) • To prompt more detailed reading, looking for a specific piece of information in the text.

I will ask the students to remain in their groups and re-read the texts individually, this time looking for the reason why the people carry these particular photos with them. I will explain that after they have read the texts, that I would like students to check their answers with the other people in their group and come up with a group answer to share with the class.

Answer Check 2 (4-6 minutes) • To check more detailed comprehension of text.

Addressing each group, one at a time, CCQ: ALISON! Who's picture do you carry with you? Why do you carry that photo with you? BRUCE! Where do you keep the photo of your wife? Where was it taken? Does it make you frown? Does it make you smile? etc etc. After asking each group a few CCQs I will show the group the correct answers, again, written on separate pieces of paper, and ask them to match them with the correct photographs.

If-Time Explanation of 'like chalk and cheese' idiom (5-6 minutes) • To introduce students to a L2 idiom from the text, to lighten the tone of class again after more serious tasks.

I will show the class a piece of cheese and a piece of chalk, asking them to name each object. I will ask the class for some adjectives to describe both objects. I will ask the class if they think there is a relationship between the objects, and then go on to point out the idiom in the text 'like chalk and cheese'. I will ask the class if anyone is familiar with that idiom and if not I will go on to explain it, making use of the objects. We will go over some popular English and Turkish idioms.

Follow up (3-5 minutes) • For students to use the language they have used today in a personal context.

I will explain to the class that we only have a few minutes left and that I would like them to turn to their neighbours and discuss a photograph that they carry with them, the relationship they have to the person in that photo, and why they carry that photo with them. Group FB.

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