shamim shamim

Shamim Bazoobandi.2Nov2016. Life with teenagres
Pre-Interidiate. B1 level


In this lesson students will learn about teenagers and the hardships that families go through with their teenagers. They will also learn new vocabularies related to the reading text which is about a family and their two teenage sons.


Abc Hand outs

Main Aims

  • To provide gist and detailed reading practice using a text about Family and friends, teenagers in the context of Life with teenagers and the difficulty to deal with them.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a Conversation and debate in the context of Family and friends, life with teenagres.


Pre-reading (lead in) (3-5 minutes) • The aim of the lead in is to break the ice as a warm up and to brainstrom about the main idea of the lesson which is hardships of having a teenager.

Teacher will bring a picture of a family and show it on the board. Teacher will explain that these are some people we like and love. Students will talk in pairs to discuss who are they and what are their relations. teacher asks ICQs: " Are you working in pairs? Yes." "Are you writing? No." Teacher will monitor them carefully to understand whether they are fallowing the instructions. Teacher will elicit the family relations. For example"Who is he/she in this family?"

Pre-reading ( Pre-teach vocabulary) (3-5 minutes) • Students will be familiarized with the reading text when the vocabulary is pre-teached and it helps them to undrestand the meaning of the new words in the context.

Teacher shows the same picture of the family to the class. In the pictures there are: a child, a teenager, a middle aged person, an elderly person and an enemy of the family. Teacher will explain that the new vocabulary is about the reading and will help them to understand the text. Teacher will ask the students to match 5 people in the picture (1child,2 teenagers,3 a middle-aged,4 an elderly, 5 enemy) with 5 words(a child, b teenagers, c a middle-aged, d an elderly, e enemy) on the board. Teacher will CCQ for each picture. The CCQs are : Child ( Is he old? No, Is he young? Yes). Teenager ( Is she a kid? No, Does she look 14? Yes). Middle-aged ( Is he old? No, Does he look 20? No). Elderly ( Is she old? Yes, Is she young? No) Enemy( Are you happy with your enemy? No,) Teacher divides students into 3 groups and tell them to ask 2 sets of questions out of the student book. Questions are: 1, Which is the most difficult to be? a child, a teenager, a middle-aged, an elderly person and why. 2, Which is the most difficult to live with? why. Students will discuss questions in groups while the teacher is monitoring. Teacher will get feed back out of 1/2 groups.

Pre-reading (prediction task) (3-5 minutes) • Students will be encouraged to find out about the content of the reading and it will increases their autonomy.

Teacher will show the head line of the reading text on the projector and explains to students that they have to read it and discuss it with their partners. Teacher will ICQ by saying: " Are you in groups of 2? Yes". "Are you going to write or speak? Speak". Students have to predict who is the "enemy" and discuss it in groups of 2. Teacher monitors carefully. Teacher will elicit answers by asking 1/2 groups of students.

Reading for gist (while reading) (5-10 minutes) • To get a general idea of the reading text

Teacher continues with the same questions. The reading text is on the projector for students to read better. Teacher tells the students to read the first paragraph of the reading text to find out the answer for the last question which was: who is the enemy?. Teacher then will ask CCQ. CCQs are: " Are you reading quickly? Yes." " Are you reading the whole text? No." In pairs they discus the answer which is "teenagers". Teacher will get feed back by asking one of the students to answer the question. Teacher will explain the next question which is on the board:" Who is easier to live with in Marilyn family? Tom or Harry? Why." Students have to read the text to answer the question so they skim the text. The teacher will give the reading text on handouts for each student. in pairs and they discuss the answers. The teacher gets the feed back by asking a student.

Reading for detail (while reading) (5-10 minutes) • To undrestand the text in a deeper level and to answer more detalic question regarding the context.

Teacher will explain the next activity which is in the student book. Teacher will explain to students that they have to read the article and answer true/false questions. Teacher will ask ICQ: "Is the question about the reading text? Yes." "Are you going to write or speak? Write." Teacher as CCQ by saying: " are you reading carefully? Yes." "Are you reading the whole text? Yes." Students will be divided in groups of 3 and compare their answers. Teacher monitors students and writes their mistakes or corrects them if needed. Teacher will get feed back from 1/2 groups of students. Answer key for all the questions will be on the board for students to check their answers.

Post-reading( speaking task) (5-10 minutes) • The aim here is to provide a real context for students to share their ideas about what they have learned.

The teacher gives students 2 questions to discuss in pairs. The questions are: "How was your teenage hood?" "How would you deal with a teenager?" Students discuss their personal opinion in pairs, then in groups of 4, and finally in groups of 8.(Pyramid activity) Teacher monitors and writes down students' problems. If needed correct their mistakes right away. Teacher takes feed back from one group.

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