Mohamed Mohamed

TP 1_Mohamed Sabah
Intermediate level


In this lesson, the students practice in reading for gist and detail and in deducing meaning through a text “Younger brother or only child?”. It starts with the same context as before i.e. family life. It will start with a lead-in in the form of a picture about sibling rivalry which the students will discuss in pairs. Then students will discuss Ex. A (Which has more advantages an only child or having brothers and sisters and why?). The lesson has two reading texts: 'The Younger brother' and 'The Only Child' that that provide the source of vocabulary in it. To help students with the difficult words, some of these words will be pre-taught using the MPF analysis and the rest will be left for the students to deduce their meaning while they are working on Ex. D (Matching words with their meaning). The reading lesson is set up as a jigsaw. To provide more interaction and to ensure more STT and clarity on their own text before they tell someone about it, the class will be separated into two groups A and B paying attention to the seating so that they work as a group. Each group discusses their own text and then discusses answers to a task set in their group. T. then monitors each group to check their answers then regroups Ss into pairs A and B together so they can tell each other about what they read in a free speaking stage.


Abc Prediction exercise
Abc Telling the story to each other
Abc Ex. C in the SB
Abc Language analysis of the new lexis
Abc Ex. A
Abc Matching Exercise
Abc two reading texts and some questions about them

Main Aims

  • Main Aim: To give Ss practice in reading for gist and detail and in deducing meaning through a text"Younger brother or Only Child?" in the context of family life. Sub Aim: Speaking and Vocabulary

Subsidiary Aims

  • Vocabulary and Speaking


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

T will show students a picture of two children who have sibling rivalry and ask them to talk about the picture in pairs and then tries to elicit the the issue of sibling rivalry from them. T. then will ask students to discuss Ex. A in pairs.

Pre-Reading/Listening (10-15 minutes) • To prepare students for the text and make it accessible

To get students' interest in the reading texts, the teacher first asks the students to work on EX. A in pairs. T. then listens gets fb from Ss. It is at this point that T. will pre-teach the some of the difficult words needed to help Ss understand the text. For each word the teacher will do the following based on the MPF language analysis. 1. Elicit (providing a flash card or an example sentence) 2. Model 3. Drill 4. Concept Check 5. Write and highlight phonology if possible Reference Material: T. then asks students to get into two groups. and work on Ex. D. Group A will work on questions 1 to 6 and group B will work on questions 7 to 12. T. then asks students to work on the matching activity individually and then do peer check.

While-Reading/Listening #1 (5-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T. will divide the Ss into two groups to prepare them for the jigsaw reading. Before asking students to read, T asks each group to look at the titles and picture and to predict what the two passages are about. T. then asks each group to read their respective texts and find out whether their predictions were correct by discussing it within their groups.

While-Reading/Listening #2 (5-5 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Withing their respective groups, T. asks students to read their texts again and answer the two questions in Exercise C, then discuss the answers with their group members.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

It is at this point that the students start doing some free speaking practice. At this stage, the teacher asks each one from each group to pair-up with another student from the different group and each one takes turns telling the story to the other (Th jigsaw). T. goes around, listens to each pair and provides help where needed.

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