Rovshan Rovshan

Rovshan Abdullayev TP-4


In this lesson Ss will be provided with the reading activity, then they will be presented the new vocabulary in the content of different types of intelligence and talking about ability. Then Ss will do freer practice where they will talk about their abilities and skills.


Abc Materials that should be cut and glued on the board
Abc Text
Abc HO-2
Abc HO-1
Abc Slide-4
Abc Slide-3
Abc Slide-2
Abc Slide-1

Main Aims

  • To provide gist and detailed reading practice using a text about "Types of intelligence" in the context of types of intelligence and ability

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of intelligence and ability
  • To provide clarification, review and practice of talking about ability in the context of types Intelligence


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

-Show Slide-1. -Ss work in pairs, look at the picture and discuss what it is about. -Elicit the answers. Help Ss to come up with the word "Intelligence". -Show the question and present the context

Pre-Reading/Listening (6-7 minutes) • To prepare students for the text and make it accessible

-Ss look at the questions in slide-2 and discuss them in pairs. -Nominate students and elicit the answers. *If there is time You can get them to describe "an intelligence man in Turkey" what types of intelligence do they know? [This will prepare them to terms in the text and give opportunity to get cultural awareness].

While-Reading/Listening #1 (7-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-Give the text. Ss read the text and find which intelligence type can help the activities. Feedback: 1-Peer-checking 2nd Ss come to the board and write the answers to the appropriate box. *[You can nominate them or they can come voluntarily.To make a good interaction nominate Ss and ask them to come on board. To reduce the TT you can wait in silence until they will come by their own [**give the answers if it is necessary])

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

-Ss works in pair read the text again and decide which intelligence is important for the jobs and why? Feedback: 1- Peer-checking 2-Ss come to board and match the jobs with the intelligence. [*Although this is PW activity Ss will check the answers with other Ss.]

Exposure (8-10 minutes) • To clarify,review, practice new vocabulary and prepare Ss to Speaking task

-Ss look at the highlighted expressions and decide whether they are "Talent (ability)" or "learning from the school" -*[If it is necessary make clear the differences between "Talent (capability,ability)" and "learning from the school" -Ss work in pairs. -Drill then mark the stress of some expressions. -Give HO-2. Ss will decide which of the expressions are followed by "infinity" "verb-ing" and "noun" Feedback: 1-Peer-checking 2-Give the answers

Post-Reading/Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Put students in group three. Show the questions. Ss discuss in group the questions by using new vocabulary. *[If there is time: Give Ss 1-2 min to note their ideas. This will give Ss opportunity to use new vocabulary more clearly.] -Monitor and note the errors then write them on the board(to not loosing much time.) -Elicit the some ideas from discussion. -Elicit the correction of error (which are written on the board)

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