Teaching Practice 6
Elementary level


In this lesson, Ss will practise in reading for gist, for specific information and for detail via an article about a man who lives with his parents. The lesson starts with a speaking in which Ss describe how old people are when they do things. It is followed by a reading with its comprehension questions. Finally there is a speaking practice in which Ss give their opinion about the topic: living at home.


Main Aims

  • To give Ss practice in reading for gist, for specific information and for detail in the context of living with family.

Subsidiary Aims

  • To introduce/review and practice vocabulary to be familiar with the words in the reading text. To give Ss practice in speaking for fluency and in expressing their opinions.


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

- Greet Ss. - Tell Ss that you are so happy because at the weekend one of your friends got married. - Show Ss her photo. (Material A) - Ask Ss to guess her age. - Elicit the answers as WC. - Tell Ss that she is 40 years old. - Ask Ss if it is normal to get married at the age of 40 in Turkey. - Elicit the answers as WC. - Write "men" and "women" on the board, and ask Ss "How old do people get married in Turkey?". - Elicit answers from some of the Ss. - To insist Ss on making full sentences write the answer as a prompt by eliciting it from Ss, "Men/Women get married in Turkey when they are ... years old." - Ss give their answers in pairs to see if they are similar. - Elicit some answers from Ss by nominating.

Pre-Reading (Vocabulary) (6-8 minutes) • To prepare students for the text and make it accessible

- Refer Ss to your friend's picture again. - Stick on the board the pictures of her father, mother, brother and grandfather (Material B) to introduce and elicit the target vocabulary which are "parent", "daughter", "son", "grandfather" and "to leave (home)". - Stick the pieces of paper written "parent", "daughter", "son" and "grandfather" on the board. (Material C) - Ask Ss to match these words with the pictures in pairs. - Model one of the words. - Elicit the answers and stick the slips under the correct pictures. - For each of the target vocabulary ask CCQs, highlight the form and the pronunciation. - Tell Ss that your friend is their "daughter" (show the parents and your friend's pictures), she lived with her "parents" in the same house (draw a house outside the pictures to show that they live in the same house), but she got married (stick her picture outside the house) and "left home" (ask CCQs for the verb "to leave", highlight the pronunciation and the form of it), her "grandfather" (show his picture on the board above the parents) is so happy because she finally got married, she has a brother (show his picture), he is their only "son", he is 38 years old, he is not married and lives with his parents. - Ask Ss their opinion about how your friend's parents feel about the situation of their daughter and son. - Elicit the answers as WC.

While-Reading #1 (13-15 minutes) • To provide students with less challenging gist and specific information reading tasks

- Tell Ss this time they will talk about a man. - Stick Andy's picture on the board. (Material D) - Stick on the board the question slips about Andy. (Material E) - Write on the board "You" and "Text". - Ask Ss look at the picture of Andy and guess the answers of the questions in groups of three. - Elicit the answers from each group and write them on the board next to the questions under the title of "You". - Show the text to Ss and ask them to read the first paragraph of the text titled "The Castle family" and check their answers. - Give the handout to Ss. (Material F) - Elicit the correct answers as WC and write them under the title of "Text" on the board. - Ask Ss "Does he live in his parents' house?" - Elicit the answer as WC. - Stick the answer on the board "Andy lives in his parents' house." (Material G) - Tell Ss that Andy's mother, his father and Andy himself are interviewed about his situation and they give their opinions about it. Draw a table on the board and stick on it the pieces of paper written "His mother's opinion", "His father's opinion" (after reading the related part) and "Andy's opinion" (after reading the related part) (Material G) (Repeat the following four steps for his father's opinion and for Andy's opinion as well) - Ask Ss to read only his mother's opinion in the text. - Ask them how his mother feels about Andy's situation and why. - Ss answer the questions in pairs. - Elicit the answers and write them briefly on the board.

While-Reading #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Tell Ss that they will read the text again and answer some questions about it. - Show the handout and clarify the instructions on it. - Give the handout to Ss. (Material H) - Ss read the text and answer the questions individually. - Tell Ss to check their answers with their partners to see if they are similar. - Elicit the answers nominating.

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

- Tell Ss that they have read an article about a man who is living with his parents. - Tell Ss that you have some questions and you want to learn their opinions. - Stick on the board the post-reading (Speaking) questions. (Material I) - Ask the first question and elicit some answers nominating. - Ask Ss to work in groups of three (depending on the number of Ss) and answer the questions. - Elicit the answers as WC.

Feedback and Error Correction (2-4 minutes) • To provide feedback on students' production and use of language

- Divide the board into two. - Put a tick on one side and a question mark on the other side of the board. - Write the good examples of Ss' and the examples to be reformulated under the correct title. - Do delayed error correction by eliciting synonym/ antonyms or asking CCQs, depending on the examples.

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