David Vella-Zarb David Vella-Zarb

Teaching Practice 7
Upper-intermediate level


In this lesson, students will develop their gist, detailed and deductive reading skills and learn some vocabulary and feelings. It will start with a warmer about a police interrogation, which will set the topic of body language and the context of a police interrogation for the reading text. They will then be prepared for the text by being taught blocking vocabulary and doing some gist reading before they'll answer some questions that will require detailed reading. Afterwards, they'll watch a video which will transition the topic of body language from the context of police interrogations to everyday life. The vocabulary exercise at the end will maintain this context.


Abc Pictures for vocabulary exercise
Abc Cards for vocabulary exercise
Abc Reading text
Abc Picture of police interrogation
Abc Handout for pre-teaching vocabulary
Abc Handout for detailed reading
Abc Video
Abc Cards for reading exercise

Main Aims

  • To provide gist, detailed and deductive reading practice using a text about body language in the context of crime

Subsidiary Aims

  • To provide clarification of feelings and emotions in the context of body language


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Students will be shown a picture of a police interrogation. They will be asked who the character wearing uniform (the policeman) is and the teacher will write this on the board. Then they'll be asked if the other person (the suspect) looks comfortable and then they'll be asked how they know, until the teacher elicits "Body Language" and writes it on the board.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible, and to provide students with a gist reading task

Students will be shown only the title and subheading of the text on the board, without seeing the actual text. They will be asked why the title is "What Every Body Is Saying" not "What Everybody Is Saying" (the teacher will write "every body" and "everybody" on the board to make the difference clear) and a few ideas will be elicited from the whole class, without the teacher confirming or denying them. Students will then be given 2 minutes to read the text and their ideas will be confirmed. They will then be given a matching activity with just four words to pre-teach essential vocabulary - answers will be elicited and written on the board.

While-Reading #1 (10-12 minutes) • To provide students with detailed a detailed reading task

Students will be given a handout with questions about the text, which will require them to read in more detail. To assist them, the number of the paragraph where students can find each answer has been written - teacher will demo the first question, showing what the number means. Students will work alone, then pair check and teacher will elicit answers and show them using a Powerpoint Presentation on the board.

While-Reading #2 (9-11 minutes) • To provide students with practice in inferring meaning from context

If there are more than 6 students, they will be divided into two groups. Each paragraph in the text has three words which the students need to find synonyms for. They will be shown each paragraph one by one on the board, and given cards with synonyms one by one (or three by three if they appear to be working quickly). Teacher will demo instructions and work the first example, showing that they have to underline the word and stick the card underneath the word on the board.

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

Students will be asked whether only policemen need to read body language, to get the idea across that they also need to read body language. They'll be shown a Charlie Chaplin video involving two people (teacher will give the two characters names so the students can refer to them), afterwards they'll discuss with their partners to answer two questions: "What's the situation?" and "How do they feel?". Teacher will elicit ideas.

Vocabulary (5-10 minutes) • To provide clarification of feelings and emotions in the context of body language

If there are more than 6 students, they will be divided into two groups. They will match cards involving feelings like "relaxed" and "in a good mood" to pictures which will be displayed on the board using a projector. Teacher will ask CCQs to illustrate the difference between "similar" feelings like "insecure" and "nervous".

Web site designed by: Nikue