Gizem Dolu Gizem Dolu

Younger brother or only child?
Intermediate level


In this lesson, students practice in reading for gist and find meaning of new lexis from the context of relationships between siblings. The lesson starts with a discussion about different photos of younger brothers and only children. This is followed by seperating students into two different groups and scanning only one text according to their groups. After that students mingle and become a pair with someone from the other group, discuss the texts and answered the questions. The next activity is matching some words with their meanings. Finally students get the general idea of the texts and they start discussing the advantages and disadvantages of being an only child or an elder brother.


Main Aims

  • To find meaning of new lexis from context
  • To provide gist reading practice using a text about relationships between siblings in the context of family

Subsidiary Aims

  • To give practice in speaking for fluency


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

-Ss see some photos on the slide and they are asked to discuss about the photos with their pairs. -After the discussion, they are asked to tell their ideas loudly. What do you think about the photos? Why do you think so? Are they happy? What's wrong with them? What might be the reason of their happiness or sadness?

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

The ss just skim the text. After skimming it, they are asked to discuss with their pairs about its general idea. After that they are asked to share their opinions with their groups.

While-Reading (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

This time students are asked to stand up a pick up a colour. Then they sit according to the paper they choose. There are two colours, so here are two different groups. One group reads the first text when the other group reads the other text. The duration will be short because they are asked to get the general idea not each detail. After the time is over, they mingle and become a partner with someone from the other group and they discuss what they understood.

While-Reading (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

While they are discussing the gist, they are given two questions and they are asked to answer them. After that some cards are given to students after picking up colours and forming new groups again. Ss are expected to match the meanings with the words on the walls. They are supposed to stick papers on the walls. After Ss match all words, Ss check together and they look at the slide again and discuss the new words' meanings one more time. Questions: Tell your partner about 1 and 2 below. Whose childhood sounds happier? 1. other family members who are mentioned. 2. how the writer’s experience as a child affects him/her now. Words and meanings: 1. Sick -adj- ill 2. No wonder - it’s no surprise that 3. Rivalry -noun- competition between two people 4. Childhood -noun- the time when you were a child 5. A gathering –noun- meeting of people 6. Adults –noun- people who are fully grown 7. Aware of –adj- knowing about or being conscious of sth 8. Boarding school –noun- a school where children can live during the year. 9. Value – verb- think that sb or sth is important 10. Shared –verb- divided sth between two or more people 11. Fight –verb- try to hurt sb else 12. A gang- noun- a group of friends.

Post-Reading (5-7 minutes) • To give practise in speaking

Ss are asked to discuss about the advantages and disadvantages of being a younger brother and an only child. They discuss in groups and they are asked to tell their opinions loudly.

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