Gonca Nur Ölmez Gonca Nur Ölmez

Teaching practice 4
Intermediate level


In this lesson, students will read a text about insomnia. They will learn some vocabulary related to the text. Also, there will be activities for gist reading and detailed reading. The teacher will use some visuals and a questionnaire for the lead-in. Lastly, a speaking activity will be set for post-reading.


Abc reading activities(HO3)
Abc Post-reading(role-play)
Abc PPT for lead-in
Abc Survey(HO1)
Abc PPT for vocabulary
Abc Gap-fill voc(HO2)

Main Aims

  • To provide gist and detailed reading practice using a text about insomnia

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of insomnia


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

Show some pictures of people with insomnia and ask: "What comes to your mind when you look at these pictures?" Try to elicit "insomnia". Give the questionnaire to the students, and ask them to answer the questions. When they finish, explain that if their score is 50 and higher, they may have insomnia. Show some discussion questions, and ask them to discuss the questions in pairs. Take some general feedback.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

Show the photo of Kevin, and the title of the article. Tell the students that they are going to read it. Before reading, show some pictures to elicit and teach vocabulary related to the article. Focus on drilling and stress. Give the HO related to the vocabulary, ask the students to fill in the blanks. Ask them to check their answers in pairs. Elicit the answers and show them on the board.

While-Reading #1 (5-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Show the headlines to the students and distribute the article. Ask the students to match the headlines with the paragraphs. Set a time limit. (1 min) Remind that they do not have to understand every detail. Ask the students to check their answers in pairs after they finish matching. Elicit the answers on the board.

While-Reading#2 (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Ask the students to read the article again, and answer the questions individually. Set a time limit. Remind the students that they should also find where they find the answers. Ask them to check their answers in pairs. Elicit the answers by asking questions for justification. Show the article on the board, and underline the answers as the students give.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Divide the class into two: doctors and patients. Put a piece of paper for patients and a piece of paper for doctors on the wall separately. Ask the students to go to their own papers. Ask the doctors to find some advice for insomnia and write them on the board. Also, ask the patients to find some symptoms and reasons and write them on the board. Then, divide the students into pairs: one doctor and one patient. Ask them to sit down with their pairs. Show the example dialog on the board and ask the students to talk about their ideas. Take some notes while they are speaking for delayed feedback.

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