Sharareh Yaghoobi Sharareh Yaghoobi

Teaching Practice 5- Reading
Pre-intermediate level


Abc Visuals (Facebook, Twitter, Instagram)
Abc Handout 4
Abc Handout 3
Abc Handout 2

Main Aims

  • To provide the students with a reading comprehension task to enhance their reading skill through gist reading and reading for details tasks

Subsidiary Aims

  • To introduce the Ss with some new vocabulary taken from the text and also provide them with an opportunity to work on their productive skills, speaking in this case, through controlled and free practices.


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

At this stage, T will have a small talk with the Ss and introduce themselves to the new students if any. T will put the visuals (logos of Facebook, Twitter and Instagram) on the board and elicit their names WC. Then T will ask the students to talk in pairs saying how and why people use each. T will then WC elicit answers and get some students to share their opinions with their classmates.

Pre-Reading (6-8 minutes) • To prepare students for the text and pre-teaching some vocabulary

Here, T will show HO 1 to the Ss, and tell them they will read some sentences and then match the bold words with their definitions below. T will distribute the HOs one each and tell the Ss they have 4 minutes to do the exercise individually. Once the students are done matching, T will ask them to peer check their answers and will then elicit the answers by nominating.

While-Reading (Gist) (6-7 minutes) • To provide students with a less challenging gist information reading task

At this stage, T shows HO 2 to the Ss. T tells them to read the question in part (a) and then scan the reading in HO 3, which will be handed to them together with Ho2, in order to find the answer. T will let them know that they will be doing this individually in 4 minutes. T will ICQ: "Are you going to work in pairs? [No]", "Are you going to read fast? [Yes]" T will then give them HOs 2 and 3, ask the Ss to fold HO 2 so as to only see part (a) and get started. Once the students are done answering, T will ask them to check their answers in pair and then will nominate one S to share the answer with the class.

While-Reading (detailed) (9-11 minutes) • To provide students with more challenging detailed reading task

T will ask the students to unfold HO 2, look at part(b) and read the instructions. T will explain that this time, they will be reading slowly and in detail in order to find the answers to part (b). T will remind them that they have to do it individually in 6 minutes. T monitors Ss meanwhile. Once they are done, T asks the Ss to check their answers in groups of 3 discussing why they have chosen an option and why other options are false. Later, T will put the answers on the board and do some deeper feedback by nominating Ss .

Post-Reading (11-14 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Activity 1: T will ask the students to discuss the question in part (c) HO 2 in groups. T will put name Ss "Facebook', "Twitter", and "Instagram" and, thus, divide them to groups of three. Ss will set a time limit of 6 minutes and Ss will start. T will monitor. After the activity, T will WC elicit some answers. Activity 2: T will show the Ss HO 4. Teacher will explain that they have to read the questions in part (b) and prepare their answers. T will tell them that they should provide true answers to all the questions but one. T will ICQ: "How many answers are you going to invent? [1]". T will give them HO 4 and ask them to prepare their answers in 2 mins. After this, Ss are asked to stand up and find someone not sitting beside them to interview. They will work in pairs, asking and answering the questions in part (b). They will then try to guess which answer was invented.

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