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reading/vocabulary lesson about twins
intermediate level


In this lesson, students will read a text about twins. First, they will be discussing some questions about siblings then about twins and then they will learn some new words so that they can easily answer the scanning questions. After having a discussion on twins and learning some new words, they will look at the text quickly to answer a scanning activity.then they will read again but carefully. Then they will be given some sentences. Some of the sentences are T, some of the sentences are F. After this activity. they will have a discussion as a post activity. They will be guided with some questions about the text.


Abc flash cards / crossword game sheets / the article /questions sheets

Main Aims

  • To provide scan and detailed reading in the context of twins lives

Subsidiary Aims

  • To provide clarification for new vocabulary in the same context.


Warmer/Lead-in (5 minutes) • To engage students in the lesson.

T greets the students and asks how they are feeling today etc. teacher gives Ss a handout of questions about siblings and family and asks them to discuss it in pairs. set the task-1min do the task-2mins feedback-2mins

set context (5 minutes) • to attract Ss attention to the topic of the lesson

-T gives a crossword game sheet that reveals the title of the lesson's topic when completed. -T asks Ss to read each definition in the crossword game then choose the right word from the word bank in the sheet then complete the crossword. -set the task -1 min -do the task -1 min -pair check-1min -feedback-1 min -T asks Ss what comes to their minds when we say "twins"?

Pre-teaching vocabulary (5-6 minutes) • to clarify new vocabulary before moving to reading stage

-T sticks flashcards of the new vocabulary on the board and asks Ss to match the definitions they got under their chairs to the right words on board. -set the task -1min -do the task -1 min -feedback -T drill the new vocabulary with Ss.

While-Reading/reading for specific information (4-5 minutes) • To provide Ss with a reason to read for specific information.

-T shows Ss the article sheet, There is a text (See the article sheet) on some interesting twins. I have some sentences about those twins in this handout. (the activity sheet) Now, you are going to find which sentence is talking about which twins. For example, in the first sentence. Is about Margaret and Terry or is about Jim Twins? You have 2 minutes to find the answers! For this skimming activity, ICQ needed. T may ask ''Do we have 5 minutes to read the text? How many minutes do we have? Are we reading it slowly/quickly? When she gets the answers, T asks them to start skimming the text to answer the questions. Students read the text quickly and answer the questions. When the time is up, T asks them to check their answers in pairs. T gives them feedback.

While-Reading/reading for details (6-7 minutes) • To provide students with more challenging detailed reading task.

-T gives Ss another handout ( T or F activity). -T tells Ss some of these sentences are T, some of the sentences are F. Now, you are going to read the text and find whether the sentences are T or F. When they are finished with reading the text and decide whether the sentences are T or F, T gives them T-F cards. When the teacher says a sentence, students show T or F card.

Post-Reading (5-7 minutes) • To provide with an opportunity to respond to the text and practice the vocabulary they have learned.

-T provide Ss with some questions to discuss in groups/pairs within 4 minutes. -T monitors during the activity. -when Ss are finished discussing the questions, T nominates Ss to comment on the questions.

Feedback (3-5 minutes) • to praise good use of TL & to correct errors in TL use

-T praise the great effort of Ss during the class and the right use of language. -T corrects any mistakes happened during the class.

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