Hind nouni Hind nouni

Families with all boys or all girls.
B1 level


In this lesson, students will work under the theme of gender and expectations about boys' and girls'. This theme is explored through a jigsaw reading task on two families-one with all-sons and the other with all-daughters. This gives students an opportunity for not only reading practice, but also some freer speaking.


Abc New Headway 4th edition

Main Aims

  • To provide gist, detailed and deduction reading practice using a text about two families with all boys or all girls in the context of family

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of family


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

- T arranges the seating of 2 groups of 4 before the lesson starts -T gives a brief description of her own family profile. -T gives instructions "try to find someone in your group who belongs to an all-girls family or an all-boys family and ask him/her about how does this affect his / her family" -T discusses the results with sts.

pre-teach vocab (5-7 minutes) • to teach sts the blocking vocabulary that will stop them from doing the task

T chests the HO (matching activity of some vocabulary) T gives instructions " match these adjectives with the right definitions. work with your partner. you have 3 mins" T projects the answer key T checks their understaning of some words. T asks sts about" which of these adjectives describe girls and which ones describe boys"

Pre-Reading (3-5 minutes) • To introduce to students the topic of reading tasks

T projects two pictures of two families. T asks questions. "what is special about the families? ( all sons/ all daughters)" "what do they like to do? ( girls like horse riding/ boys like football)

While-Reading (Gist reading) (5-6 minutes) • To help students get the general idea of the coming reading texts.

T chests a HO ( of an introduction to sons and daughters) T gives instructions "read the introduction individually and quickly and then with your group discuss what is this introduction about?" you have 4 mins T elicits general idea from each group.

While-Reading (14-16 minutes) • To provide students with more challenging detailed and deduction reading tasks

Reading for detail: 1. T gives each group HO of two different texts with their questions. T gives instructions "read the text individually and then go through these questions together by noting down the answers" T monitors,help students with any blocking vocabs and give the answer key to the first group to finish and discuss the feedback with each group alone. Reading for deduction: T gives instructions. "turn the paper. read the swap text individually again. answer these questions together. note down the answers". T monitors and help students with any blocking vocabularies and provide them with the answer key. do some kind of discussion with each group.

Post-Reading (8-10 minutes) • To provide with an opportunity to speak and to have a chance to expand on what they've learned

-T re-group students into A/B pairs. "stand up" -T asks them to exchange information about their family in closed pairs by answerting all questions. -T reminds them to refer to their notes and answer the questions in their own way. -T monitors and writes down any common errors to eed back on a later stage. -T asks some students to share with the her what they have known about the other family.

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