Simonetta Simonetta

Copy of Teaching Practice 3
Intermediate level


In this lesson, students will practice jigsaw reading. The topic (being an only child vs. having siblings) will be introduced by some general discussion questions and a content-guessing activity. Some key words will be briefly reviewed before the while reading stage to help them with the reading. After the jigsaw reading (while reading stage) is over, a vocabulary activity in which they guess the meanings of some words will be used. For the follow-up, a discussion/writing task will be used depending on the time left.


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Main Aims

  • To give students practice in jigsaw reading during which they read an article about personal experiences of two people about having/not having siblings. To give students practice in sharing what they have understood from the text with their peers (which will also require them to use their summarizing and listening skills).

Subsidiary Aims

  • To introduce some family-related vocabulary items in the pre-reading stage. To give students practice in speaking about their ideas/reflection based on what they have heard about a text from their partners. To give students practice in guessing the meaning of words from the context.


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

1. T puts 2 photos of families on the board (with only one and with multiple children) and asks them what they see in the photos. -Whole class discussion T specifies the topic to "being an only child and having siblings" and asks Ss to discuss with their partners which one has more advantages and why. -FB/ wc discussion

Pre-Reading (10-12 minutes) • To prepare students for the text and quickly review some vocabulary.

1. T tells the students that they are going to read an article by a journalist. T says that it might be good to quickly go over some vocabulary. T puts some words on the board from the text and asks the Ss their meanings. -Elicitation and FB. Drilling and correction if necessary. 2.To activate their interest, she puts 2 titles on the board and asks them what the text might be about. -Elicitation

While-Reading#1 (13-15 minutes) • To provide students with less challenging gist and specific information reading tasks.

T divides the class into 2 and gives each group a different text. T asks them to skim it to see if their predictions about the content is correct. -Elicitation (Only yes/no is expected as an answer because the details should not be revealed due to the nature of the reading task.) T gives each group some questions about the text they will work on and asks them to read the text individually and answer the questions. They peer-check their answers with their group members. T distributes the answer key to each group and gives them time to check their answers. (Whole class feedback can't be given because the other group(s) should not hear the answers)

While-Reading#2 (10-13 minutes) • To provide students with more challenging and detailed reading tasks (and a vocabulary task) that requires them to use other skills like speaking/reporting and listening. to each other.

T regroups the Ss and tells them to report what their text is about. (They can use the answers of the comprehension questions as they summarize their part to the other group.) T gives some note taking sheets to the Ss with some guiding promts/questions and asks them to take down notes as they listen to their peers from the other group. T asks some general questions about both texts to check understanding. T pairs up the students and gives each pair both texts. (1 student from each group can be paired too so that they will have both texts but this may not be possible due to the student number in the class.) T gives a vocabulary task (matching)and asks them to workout the meaning of the highlighted words from the context. -w/c Fb or answer key (depending on time left)

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

T asks the Ss to talk to a partner and gives them a topic: "Do you have brothers or sisters, or are you an only child? How do you feel about it?" Ss discuss and the they report what their partner said to the whole class. (This can be assigned as a writing activity as homework depending on the time left.)

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