Ozgur Uyanik Ozgur Uyanik

Learning to Talk
B2 level


In this lesson ss will read a text for gist and choose titles for each paragraph. They will then scan the text to match definitions to the right words. Their third task will be to read for detail and answer questions ranging from simple ones to more challenging exam-style questions. Finally they will have a discussion about the topic during a speaking for fluency stage.


Main Aims

  • To provide gist and detailed reading practice using a text about learning to talk in the context of growing up

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of learning languages


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

Show Youtube video of a baby saying first words and ask ss to think about what the lesson is about. Elicit from ss the topic of "learning to talk" then write it on the WB. Explain that they will read an article about this and to discuss their own personal memories of learning a language for the first time with their partner

Pre-Reading (5-6 minutes) • To prepare students for the text and make it accessible

Put cut-out of following phrases on WB and ask ss to work in pairs to get the words in the order that a baby learning to talk might say them. Mummy. Mummy? No, mummy! I don't want cake mummy. I no want. FB: ask ss to come to WB and order the words and phrases.

While-Reading #1 (6-7 minutes) • To provide students with less challenging gist and specific information reading tasks

Tell ss to read the article (chest HO_reading) quickly whilst thinking about the subject of each paragraph. ICQs: Do you need to understand every single word? (no) Will you read alone or in pairs? (alone) After the reading ask ss to give the right title to each paragraph. Work in pairs. Correcting words The first words Word order Words come quickly Words or sentences? ICQs: Are you working alone? (no) Are you looking at the whole text or just one paragraph? (whole) FB: ask ss to discuss the answers with their partner then ask ss to WB to write answer key.

While-Reading #2 (10-12 minutes) • To provide students with more challenging detailed and deduction reading tasks

Change the groupings. Chest HO and instruct ss to read the text again and write down the answers to the questions on the HO_Q_LTT on their own. ICQs: Are you working in pairs or alone? (alone) Will you write down your answers? (yes) Give them enough time then tell them to discuss the answers with their partners. Monitor for any persistent errors. Early finishers should scan the text for difficult words and try to infer meanings. FB: after a minute of checking do error correction and hand out answer key so ss can look at it in 3 or 4 groups.

Post-reading #2 (7-9 minutes) • Error spotting task to provide clarification of language to students

Instruct ss to turn over the text (not look at it) and find the errors in the sentences on HO_errors_LTT working on their own. Monitor and check for errors. FB: ask ss to peer check with their partners and provide answer key HO.

Post-Reading (5-6 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learned

Split class in to two (As and Bs) and regroup them then in to pairs. Tell the class to think of the answers to these questions on WB with their group. The As have the first and the Bs have the second: Are teachers or parents or friends more responsible when children learn English and why? Is it a good thing or a bad thing for children to be exposed to more than one language and why? Monitor and error correct. Highlight good use of language. Praise.

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