Cansu Cansu

Teaching Practise 7
Intermediate level


In this lesson, students will be able to improve their receptive skill of reading. The context is about autistic people who have special abilities. During pre-reading stage, students will watch a short video clip about an autistic girl and try to guess the context of the lesson. Before while reading tasks, there will be vocabulary pre-teaching in order to clarify some block words which can hinder comprehension of the text. During while-reading stage, students will be divided into two groups as it will be a jigsaw reading. They will read for prediction about what special abilities there might be in the text and read for details as each group will answer different set of questions according to their texts. For a post-reading productive activity, students will be paired up from group A and B, and will tell their partner about their text, using the answers of questions from while reading task. Lastly, if time allows, students will share their personal experience with autistic people in which they will be able to reflect upon the text, share ideas and produce the vocabulary they have gained in a fluent way.


Abc Pictures from coursebook
Abc Video Clip
Abc Reading Text - The Human Camera, Comprehension Questions
Abc Reading Text - The Human Computer, Comprehension Questions
Abc Projector and laptop

Main Aims

  • To provide reading for prediction and detailed reading practice in the context of autistic people with special abilities

Subsidiary Aims

  • To provide fluency speaking practice by conversation in the context of the reading texts which are about autistic people who have special abilities


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

1. Teacher greets the students. 2. Teacher tells students that they will watch a short video and answer question; "What is the problem with the girl in the video?", "What can it be?"., "Try to guess her problem." Teacher writes down the question on the board. "What is the girl's problem?" 3. Teacher plays the video. 4. After watching, teacher gets some answers from students and tries to elicit "autism".

Vocabulary pre-teaching (4-5 minutes) • To clarify block words from the reading texts

1. Teacher tries to elicit block words from students. autistic - "Is the girl in the video have a mental condition?" Yes. "Is it hard for her to understand other people?" Yes. "Do you know the adjective used for these kind of people?", "Starting with a...." talent - "“Do you have a natural ability?” “Do you know another word for ‘natural ability’?”, "Starting with t..." recite - "Can you say aloud a poem from your memory?" "Do you know another verb for this activity? "Starting with r..." diagnose - "When you have an illness or pain, you go to a doctor. Does doctor tell you about your medical problem? What is the word for that process?"

While-Reading #1 (8-9 minutes) • To provide students with less challenging reading for prediction task

1. Teacher hangs two pictures on the white board. She writes down under them "The human camera" and "The human computer". She tells students that these men in the photos are called "The human camera" and "The human computer". 2. Teacher gets them in pairs and answer the question by making predictions about the men in photos. She writes the question on the board; "What special abilities you think they have?" Teacher gives them two minutes. 3. Teacher elicits some answers from students. Then, she divides the students into two groups. First group is named as "The human camera" and second one is named as "The human computer". 4. Teacher tells that each group will read their text as group "The human camera" will read "The human camera" text and second group will read "The human computer" text. Both group members will read individually and try to find if their ideas are mentioned in the text. 5. Teacher helps them to understand the instructions and gives an example from their ideas. "Now, we will quickly check if our ideas are mentioned in the text. For example, if you think Stephen Wiltshire draws pictures, try to find it within the text. And group "The human computer" will do the same for their texts. You have four minutes." 6. Students check their answers together in their group.

While-Reading #2 (10-12 minutes) • To provide students with more challenging detailed reading task

1. Teacher wants from students to unfold the hand outs. She wants them to read the questions for a minute. 2. The students read text and answer the questions. Teacher gives them eight minutes. 3. Teacher monitors them to see if they are on the right track. 4. Students check their answers within the group.

Post-Reading (6-8 minutes) • To provide with an opportunity to communicate closely using their answers

1. Teacher gets students in pairs in order to be mingled from each group. They are standing facing each other in front of the board. 2. Students tell their partner about their text, using the answers from the previous exercise. Teacher does not allow them to look at the texts when summarising for their partner, as this forces them to relay the information in their own words. However, if they get stuck, they can look back quickly.

Post-Reading # 2 (6-8 minutes) • To provide an opportunity to reflect upon the reading texts by having conversations in the context of the texts

1. Teacher get students sit down together as one group this time and gets them in pairs. 2. She wants them to talk about autistic people. "Do you have anyone autistic in your family?", "Do you know anyone autistic?", "If so, what special abilities do they have?", "What do you know about autistic people?" 3. Teacher gives them three minutes. 4. Teacher gets students to share their opinions in the class. She tries to elicit some answers from them.

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