Nadezda Krupnova Nadezda Krupnova

Teaching Practice 6
Upper-intermediate level

Materials

Abc Article 'Who Comes First?'
Abc Vocabulary Matching Handout
Abc Ss Bk - U1.2 p 13 Vocabulary ex 12
Abc Ss Bk - U1.2 p 12 Vocabulary ex 11
Abc Ss Bk - U1.2 p 12 Reading ex 10b
Abc Ss Bk - U1.2 p 12 Reading ex 10a
Abc Ss Bk - U1.2 p 12 Reading ex 9
Abc Ss Bk - U1.2 p 12 Reading ex 8

Main Aims

  • To provide Ss with practice in reading for gist and detailed information through the context of birth order and its effects on career choices and personality.

Subsidiary Aims

  • To consolidate and give Ss practice in vocabulary to make adjectives from nouns.
  • To give Ss practice in speaking for fluency.

Procedure

Warmer/Lead-in (4-5 minutes) • To get Ss interested in the topic

Ask the questions: What is birth order? Does birth order affect chidren's personalities? Elicit answers from Ss. Divide Ss into 4 groups according to their birth order: oldest child, middle child, youngest child, only child. Focus Ss' attention on the questions (ex 8). Ss discuss the questions with other Ss in the same group. W/c FB: Ask How many of you feel it is the best to be the oldest/youngest/middle/only child in a family?

Pre-Reading 1 (4-5 minutes) • To prepare Ss for the text and pre-teach some vocabulary that might block understanding

Show vocabulary matching activity. Tell the Ss to match the words and phrases with the correct definitions. Distribute handouts. Ss work individually and then peer-check their answers. Call one of the early finishers to come to the w/b and write the answers. W/c FB. Drill for pronunciation. (Answers: 1 g; 2 h; 3 e; 4 b; 5 d; 6 a; 7 c; 8 f)

Pre-Reading 2: Prediction (2-4 minutes) • To get Ss thinking about the reading

Direct Ss to the title of the text (Who comes first?) and the summaries (ex 9). Ask: What do you think this article is about? Get Ss to discuss their predictions in groups. Elicit Ss' predictions.

While-Reading 1 (3-4 minutes) • To provide Ss with reading for general understanding

Ss check ideas from the pre-reading stage. Focus on the task and explain to Ss that they are going to read very quickly, just to get the general idea of the article. Give Ss 2 minutes to get an overview of the article and choose the best summary. Ss work individually first and then peer-check. W/c FB. (Answer: 3)

While-Reading 2 (8-10 minutes) • To provide Ss with more challenging detailed reading task

Ss read the article again and decide if the statements are true or false. Encourage them to underline the part of the article which tells them the answers. Ss peer-check their answers and then check answers against the answer keys.

Post-Reading 1 (7-9 minutes) • To focus on some useful vocabulary from the text

Show these words on w/b: intellect and intellectual. Ask: Which one is a noun and which is an adjective? (intellect = noun; intellectual = adjective). Focus Ss' attention on the table and ask them to complete the missing words. Ss check their answers in the article and then peer-check. W/c FB. Ss complete the sentences with the most appropriate word from the table. Ss peer-check and then check their answers against the answer keys.

Post-Reading 2 (5-8 minutes) • To allow Ss to respond to the text and give their opinions

Ss discuss the statements in pairs. Encourage them to justify their opinions with examples from their own family or a family they know. W/c FB: Elicit opinions and examples from some Ss.

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