Tom Tom

Teaching Practice Five
Upper-Intermediate level


Vocabulary lesson. Sub-aim is Reading.


Abc Power Point Presentation
Abc Handout 1
Abc Sentence cut-outs
Abc Handout 2 (Reading text - completed gap fill)
Abc Handout 3 (Definition-Matching and Pre-discussion)

Main Aims

  • To provide clarification, review and practice of core terms in the context of the big questions facing modern medical science.

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about hypothetical questions in the context of big challenges facing modern medical science


Stage 1 (Warmer/Lead-in) (3-5 minutes) • To set lesson context and engage students

T brings up SLIDE 1 on the power point presentation to reveal a collage of images under the heading 'Interfering with Nature' Images include a brain, microchip, pills and three identical sheep T asks Ss what they can see in order to generate some initial ideas and peak interest T will try to elicit some of the vocabulary for the upcoming tasks (only if possible): 'cloning', infectious disease', 'genetic engineering' After a brief discussion T will bring up SLIDE 2 which contains four questions from the reading text under the heading 'Big Questions Facing Modern Science' T will encourage Ss to discuss one or two of these questions with their partner Not necessary to discuss every question at the lead-in stage so tell Ss to pick the question that interests them most

Stage 2 (Test #1) (6-8 minutes) • To gauge students' prior knowledge of the target language through a kinaesthetic categorisation exercise

T will chest HO1 Explain to Ss that this is a table with three columns At the top of each column is a statement of opinion Ss must walk around the room and look at the sentences that are stuck to the walls Each sentence is numbered and they must read the sentence and write the number in the corresponding column of the table according to their own opinion T will monitor carefully to establish how Ss are coping with the vocabulary in the sentences Make notes of any blocking vocabulary if it is necessary to do so

Stage 3 (Teach/Clarification) (12-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage by providing context through two reading tasks and a definition-matching exercise.

T will chest HO2 Explain to the students that they are looking at four short articles that answer the questions they discussed at the beginning of the lesson Ss will quickly skim the text in order to check that their answers to the the previous exercise Emphasise that they are dealing with opinions and hypotheticals, so there may not be definitive right and wrong answers at this stage Once they have completed this, chest HO3 Explain that on this HO there are some key words and phrases from the text they have just read along with the definitions of these terms Ss must work in pairs to match the vocabulary with the correct definitions Instruct Ss to read the vocabulary and definitions first to match the ones they already know, then use the text again to find out the ones the do not FB - T brings up SLIDE 3, which contains only the definitions T elicits the correct answers from Ss and writes them on the WB, drilling any pronunciation errors the may arise This will provide an answer key that Ss have made for themselves If there are any matches that the Ss did not understand, T will try to break down the definition in order to elicit the answer or, if necessary, show Ss some visuals (SLIDE 4) Try to keep this S-centred and avoid simply giving the answers

Stage 4 (Test #2) (5-7 minutes) • Check students' use of the target language again and compare with the first test through an individual pre-discussion activity

T will set context for an upcoming discussion Explain the Ss are working in a science laboratory that is researching the big questions facing modern medical science The laboratory has just received ten million dollars in funding T instructs Ss to turn over HO3 and brings up SLIDE 5 Here is a list of everything that the laboratory would like to work on, but there is not enough money for everything. Unfortunately we have to drop three of these projects T will instruct Ss to, on their own, rank the ten items on their list in order of importance (one being the most important, ten being the least)

Stage 5 (Free practice) (12-15 minutes) • To provide students with free practice of the target language through a pyramid discussion

After Ss have ranked the items of their HO, T will divide them into four groups (this will depend on numbers and may vary) Ss must discuss their list in their groups and come to a consensus on which three of these research areas they are going to drop T will monitor and when it seems that groups have come to a consensus T will match the four groups together in order to form two Ss will compare their ideas in these larger groups and, once again, come to a consensus Finally, T will bring both groups together to form a WC discussion T will direct this discussion by encouraging the two sides of the class to share their ideas on which three research areas they are going to drop The WC will then try to come to a consensus to round up the discussion

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