Apryl Haynes Apryl Haynes

Family - Reading
Intermediate level


In this lesson, students will explore reading texts in the context of family.


Main Aims

  • To provide gist and detailed reading practice and analysis in the context of family.

Subsidiary Aims

  • To give students practice in deriving meaning from context regarding the topic of family.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Post on the board individual pictures of immediate family members and one of yourself (ex: a single picture of each sibling, a single picture of parents, and a single pic of yourself). Tell the students from the beginning that the topic is family and that this is your family on the board. Tell them how many children (including you) are in your family, but don't tell them anything about the birth order. Tell the students that they will guess which sibling is the oldest, etc by the things the person is saying. Post speech bubbles beside the picture of each sibling and yourself (for ex: "I usually tell my siblings what to do. Sometimes my sisters tell me I'm not their mother" - for the oldest). Have the class guess which sibling is which by the dialogue.

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

Introduce the texts to the students. Tell them they will be reading two texts today. Write on the board "#1" and post the picture from the first story along with a picture of two brothers as adults. Point at one of the boys in the picture and tell them this is a true story about this little boy. PW: Ask the students to work in pairs and discuss what they think this story might be about. WCFB: Elect some pairs to share their ideas with the class. Now, do something similar for the second story... Write #2 and post the pic from the story. Tell them it's a true story about this little girl. As a whole class, ask the students what they think this second story will be about.

While-Reading/Listening #1 (11-13 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Now, show students story #1. Tell them they will do a task while they read story #1. They will read quickly, but while they read, they will think about which guess (of the guesses they gave in the previous stage) is closest to the actual story. (Read 2-3 min) PW: Discuss in pairs which they think and why. WCFB: Ask one pair which they think is closest. Ask a different pair if they agree. Why? Show students story #2. Tell them to do the same task with the second story guesses as they read. (Read 2-3 min) PW: Discuss which they think is closest and why. WCFB: Ask a couple of groups what they think. Ask others if they agree and why. Elicit from the class to combine the ideas for a more accurate summary of the text, if needed.

While-Reading/Listening #2 (13-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Use exercise d in student book to have students guess meaning from context in both stories. Tell students that they will work in pairs to look at the highlighted words and phrases in the text. Give each pair or group strips of paper with the words they will be trying to decipher. They will decide which meaning goes with which word by guessing from the context. Make sure your instructions are very clear, use an ICQ such as "Which words will you be looking at?" and "What will you match those words to." Do #1 as an example with them. PW/ GW: Have students work in pairs or groups for the above-mentioned text. (5 min) WCFB: On the board, have the definitions written. Have each group come to the board and post the words they think match the written definitions. Discuss as a class.

Post-Reading/Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Have students mingle to find someone they haven't talked to yet. Tell them to discuss with their new partner about where they fall in the birth order of their family. Are they they youngest? Oldest? In the middle or only child? What did they like about it? What did they not like about it?

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