Tufan Öner Tufan Öner

Reading skills lesson plan and Vocabulary analysis
Pre-Intermediate B1 level


In this lesson, Ss will read an article about annoying teenagers'/parents' habits. Before reading, they are encouraged to discuss and guess the topic of the article. They will involve in phonetic features of the language. They are to discover the target vocabulary and produce the newly learned language in a meaningful interactive task.


Main Aims

  • Ss will be able to use some reading skills such as scanning, guessing effectively. Ss will be able to analyze, understand and produce the target vocabulary (highlighted words).

Subsidiary Aims

  • Ss will personalize the topic in post reading activity and communicate in the target language by using newly learned language.


Warmer/Lead-in (3-5 minutes) • To increase curiosity, make the topic more interesting and motivate the learners, A topic is presented through discovery and brainstorming techniques.

Firstly, In activity 1 ss are presented with some pictures that represent annoying teenagers’ habits and a timeline that indicates the childhood, teenager (not written) and adulthood. Ss in pairs are to discuss some annoying teenager habits and come up with the time period called “teenager”. Ss share their responses.

Pre-Reading (8-10 minutes) • To help learners realize phonetic features of the target language, Ss will be able to guess the context of the article by looking at some samples.

After the discovery of the word “teenager”, T draws Ss’ attention on the pronunciation of the word (teenager). As ss are introduced with main and secondary stress, Ss are to guess the correct version of the word written in IPA (International Phonetic Alphabet). Ss, in pairs, are given the activity 2 in which some messages taken from the article are presented with leading questions. T leads Ss to discuss and guess what the article is about and the title of the article.

While-Reading #1 (8-10 minutes) • Ss will be able to scan the article for specific information.

T hands out the article and asks Ss to read individually and label each tweet with P (parents) or T (teenagers). Later, Ss are given Activity 3 to answer some comprehension questions related to the article and check their answers with their partners.

While-Reading #2 (6-8 minutes) • To encourage students to analyze and understand the key lexis in the article to facilitate the practice of newly learned language.

In Activity 4, Ss firstly are expected to label each photo with the target vocabulary from the article. In the second part, some words should be matched to their explanations. Ss are encouraged to guess the meanings of the words from the article.

Post-Reading (10-12 minutes) • Ss will be able to discuss the topic and produce the target vocabulary in a meaning interactive context by reflecting their personal views.

In activity 5, Ss are divided into groups of 4. Each group is supposed to prepare a report on an imaginary research they have conducted. The research should present the most annoying teenagers’/parents’ habits. Ss are encouraged to reflect on their experiences (Personalized). After deciding on the habits, they are to label the pie chart and prepare a short description. One or two groups are invited to present their research data to the class.

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