Negar Negar

Teaching Practice 3
Preintermediate level


In this session, the students will practice a receptive skill through four tasks. These tasks are divided into pre, while and post reading sub skills. The whole procedure will be set on the horoscope ideas. The lesson will end with a speaking activity to get the students to share their own star signs.


Main Aims

  • To provide gist reading practice using a text about how seriously horoscopes are taken by people to make decisions. in the context of astrology and what people believe

Subsidiary Aims

  • To practice horoscope based lexical set and have a speaking opportunity relevant to the topic.


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

1) T has 12 pictures on the board and elicits the word 'star sign'. 2) T asks the Ss if they can remember the twelve star signs in Turkey and gives an example," Virgo is the star sign of people who were born on 21 Mart and 19 Nisan in Turkish. 3) T demos the instructions and models what to do with the HOs. 4) ICQs: Are you going to stick the pictures to everywhere you like? No while showing the HO of Aries sign and the picture of Taurus star sign on the WB , Do they go with each other? No 5) T gives 2 HOs to each group. It is normally supposed to have 6 groups in the class. 6) WCFB and some students will talk about their signs and birth dates.

Pre-teach vocabulary (1-2 minutes) • To clarify new vocabulary

1) T has to clarify the purpose of this stage and says," We're going to read an article about horoscopes and what people think about it but before that I'd like to check a couple of words with you. what does this paragraph say ?" The picture is shown on the board with the projector. 2) T says," Do you know what it is?" When you read a magazine about your characteristics, this is your ? Horoscope. 3) T says,"Do you like to be successful or rich or powerful? Yes How much do like success? A lot Then you are ambitious." Millionaires are so rich yes? Yes. There are richer people than millionaires?Do you know what we call them in English? Billionaires."

Pre-Reading (8-10 minutes) • To prepare students for the text and make it accessible

Exe 2 1) T says that the students are going to read this article about the general belief relevant to horoscopes while the text is shown on the board. .. T says,"It has been badly torn out of a magazine. So some words at the beginning of some lines are not easy to read." " Don't worry about them" 2) T says, " skim the article in 2 minutes and choose the best title." 3) ICQs: Are you going to read it alone or in pairs? Absolutely alone Are you going to use your dictionaries? No. How much time: 2 minutes. 4) HOs are given. 5) Check the answers in pairs. 6) T says the answer (number 2). 7) WCFB : T asks the students" why have you come up with this title?" or ," Why do you agree with this title?"

While-Reading #1 (7-9 minutes) • To provide students with less challenging gist and specific information reading tasks

Exe 3 1) T has the text on the WB with projector. This will help her to clarify what the Ss have to find. 2) T circles one word at the beginning of the line and says," Can you say what the first letter of this word is?" Ss reply 'F'. 3) Instructions and have HO in hand: "You have to read the text again and find the first letters of these words." 4) ICQs: Are you going to read it alone? Yes. 5) Check the answers in pairs. 6) To get FB, T gets a student from a group (volunteer) to write their answers on the board. 7) T corrects possible wrong answers with the help of the students. ( Presidents should be written in capital style)

comprehension task (4-6 minutes) • To have the students practice with more detailed inference reading sub skill

1) T says, " Let's go into detail and find whether these sentences are true or false." 2) ICQs: Are you going to work alone? Absolutely yes. Are you going to use dictionaries? No. 3) T gives HOs. 4) Answers are shown on the board and the students have to discus them in groups. T says," work in groups and tell each other why the sentences are true or false." 5) WCFB by asking some students to explain the answers.

While-Reading #2 (10-11 minutes) • To provide students with more inference reading tasks

Exe 4 1) T says," These sentences are from the text but some words are missing. Let's find them and complete the sentences." 2) ICQs: Are you going to work alone or in pairs? Alone. (might say) Are you going to check the answers with you partners? No. 3) T gives HOs. 4) T says," Now stand up the answer keys are on the walls. But you have to go to the side of the class according to the color of your paper." 5) T models, and ICQs: Does this color go with that answer key on the wall? No Are you going to discuss the answers with your group mates? Yes 6) T monitors to check if the Ss are standing by the right answer key. 7) T has to check the Ss if they understand the answers so,... 8) Ss get back to their seats. 9) CCQs: a) When you don't use something in a way that is useful or effective , what word do we say? Waste. Like waste of time and money b) What form do you fill when you apply for a job? Application form. d) what do we say the general behavior of people? Personality.

Post-Reading/Listening (11-13 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1) T has the HO and says, " you are going to interview your friends about these questions." for example, you are going find someone in your class who reads his/her horoscope everyday" 2) CCQs: Are you going to move and walk around the class? Yes Are you going to write the name of your classmates here? Yes Are you going to talk to one student? No 3) T gives HO. 4) WCFB, T asks some students to share their survey or anything interesting they found out about their classmates.

Web site designed by: Nikue