Levent Bek Levent Bek

Teaching Practice 4- Levent Bek
Intermediate level


In this lesson, Ss read an article about why some people are accident-prone. The lesson starts with a speaking. This is followed by gist reading where they find what the article is about and then a detail reading where they look for specific information. The lessons ends with a speaking activity which lets them discuss if they agree with the article or not.


Main Aims

  • To provide gist, detailed and deduction reading

Subsidiary Aims

  • To provide fluency speaking practice in a Discussion in the context of Accidents


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Tprojects two questions on the board : Are you a risk-taker?, what's the biggest risk you have taken? T asks Ss to work in pairs and discuss these questions in two minutes. T elicits answers from different pairs.

Speaking Task (5-6 minutes) • Activating Ss schemata

T asks Ss to work on their own and do the quiz about risk taking.T hands out the quiz.T gives 2 minutes. When Ss finish, T provides a paper to check their scores. T gives another 2 minutes to discuss the results in pairs. T takes feedback from different pairs.

Teaching the lexis (8-9 minutes) • To prepare students for the text

T forms small groups. T says they are going to play a game. T projects some words on the board. T hands out one word with their meaning for each group.T asks some ICQs to make sure they have all understood.T asks Ss to have a look at the word and its meaning for a minute. T takes back the meaning of the word.T asks one person from each group to come to board and try to explain the word and the meaning using their sentences. After all the words are covered, T projects the words with their meanings.

Pre-Reading (4-5 minutes) • To make them some predictions about the article and check their prior-knowledge

T forms different groups. T says Ss they are going to read an article about why people are accident-prone. T asks Ss to work in groups and discuss how upbringing , adolescence, watching TV and being left-handed can make people have more accidents. T monitors them while they are on task.T elicits answers from different groups.

While-Reading 1 (10-11 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T asks Ss to read the article in detail.T asks them to write their answers on the paper.T asks them to discuss their answers in pairs after they finish their answers. T hands out a page so that Ss can write their answers. T sets the time.T monitors while they are on the task. T takes feedback from different pairs.

While Reading 2 (7-8 minutes) • To make the Ss go in more details about the reading passages and reread for specific information

T groups the Ss. T asks them take away the article they have just read. T projects activity 3a on the board.T asks Ss what they remember about these things in the article.T provides them a paper where they can write their answers. T gives 3 minutes and when all the groups finish, T asks Ss to swop their answers with another group. Ss check the article and check the other groups's paper.

Post-Reading (6-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T regroups the Ss. T hangs some sentences on different parts of the classroom. Ss move around the classroom and discuss the ideas and say whether they agree or not. When they finish discussing, T elicits answers from different students.

Extra Speaking Activity • to practice the target vocabulary they've learned

T asks Ss to move around the class. T asks Ss to discuss some questions with their classmates. T monitors the Ss. T takes feedback from the Ss.

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