Katie Sullivan Erul Katie Sullivan Erul

Teaching Practice 1
Pre-Intermediate level


In this lesson, students will practice reading for both gist and detail in the context of marriage. They will also get time to practice speaking fluency. The lesson will begin with the students analyzing a statement about marriage, followed by a gist reading to infer the opinion of the writer, a detailed reading to fill paragraph gaps, and finally a pair-work discussion about marriage based on a few prompts.


Abc Discussion question handout
Abc Gap fill handout
Abc Article Text handout

Main Aims

  • To provide gist and detailed reading practice using a text about changing attitudes towards marriage in the context of weddings

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of marriage in their country


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

Write on whiteboard: "Marriage is a thing of the past..." Get Ss attention by raising hand. Ask a student to read the sentence aloud. Ask class to repeat. Elicit meaning from students, first about "a thing of the past," then about "marriage," using questions: What does "a thing of the past" mean? - Open answers. Did it exist in the past? - Yes. Does it exist now? - Maybe. Is there more of it now? - No, less. Is this statement about my marriage? - No. Whose marriage is it about? - No one/It's a general idea. Put students in pairs before continuing. Ask "Do you think this is true?" Instruct students to discuss with their partner if they agree or disagree, and why. While they discuss, quickly write "Agree" and "Disagree" on WB directly under statement. Then walk around to monitor. Get whole class feedback to hear some of their ideas, write them under Agree/Disagree.

While-Reading #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Hand out article. Give instructions: Take 3 minutes to read this page. As you read, try to find out if the writer thinks that this is true (point to statement). ICQs: Should you working together or alone? - Alone. What do you want to learn from the reading? - Does she think it's true. How many minutes do you have? - 3. So should you read quickly or slowly? - Quickly. Should you use a dictionary? - No. Do you need to know every word? - No. Start 3 minutes of reading.

Post-Reading #1 (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask students to finish reading, get attention. (Students already know their pairs.) Instruct students to talk with their partner about whether the writer agrees or disagrees with the statement on the board. Give 2 minutes (but not necessary to tell them this in advance). Write key vocabulary on board while they are working. Quickly. Then walk around to monitor. When 2 minutes is up, get students' attention. Get WC FB, asking "Does the writer agree or disagree?" "How do you know?"

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

Give out 2nd handout, folded so that only first exercise shows. Start exercise 3 by doing #1 WC as an example: Show students on the first handout where they should look at #1. Show the second handout where the options are. Instruct Ss to decide which sentence should go in #1, working alone for 1 minute. Give them another 1 minute in pairs to discuss the answer. Get Ss attention, elicit WC feedback: What is the correct answer? B, "Marriage, said one of my professors at university, belongs to the past." Ask how they knew the answer. If they do not mention the professor, ask these questions: Whose opinion do we learn about in the first paragraph? -Professor. Which option is about the professor? B. Ask students to complete numbers 2, 3, and 4 alone. Tell them they will have 6 minutes to continue reading and answer the questions. ICQs: How many questions are you doing? -3. How long do you have? -6 min. Should you read quickly this time? -No. Should you use a dictionary? -??. Try not to, but yes you can. Ask them to begin, give 6 minutes.

Post-Reading #2 (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask students to stop working, wait for attention. Ask students to get back into pairs and check their answers with their partners. Give 2 minutes. Write "2 3 4" on the board. Walk around to monitor. Ask Ss to stop after 2 minutes and wait for attention. Elicit answers from students and write correct answer on board after they're offered.

If there is time While-Reading #3 (OPTIONAL) (0-5 minutes) • To extend exposure to the text with additional questions, if there is extra time

IF THERE ARE 15 MINUTES LEFT OR MORE: Hand out TF questions. Ask students to look at the text again and circle if each statement is True or False. Work alone, giving 5 minutes Check in pairs Get WC FB IF THERE ARE LESS THAN 15 MINUTES LEFT, SKIP TO POST-READING!

Post-Reading #3 (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask students to flip over handout to see exercise 4. Ask students to get back in their pairs and discuss what they think about these questions. Give sufficient time for good discussion. Get WC FB, try to get at least 2-3 students telling what they think for each question.

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