Lizzy Vick Lizzy Vick

Vocabulary/Books & Reading
Upper-Intermediate level


In this lesson, students will learn new vocabulary they can use to talk about their favorite books and books/reading in general. They will get to play a crossword game to check they've got the meaning of the words and then move into a freer exercise using some helpful language to discuss their favorite authors, books, types of books etc.


Abc Powerpoint

Main Aims

  • To provide Ss clarification and practice of words about books in the context of books and reading.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of books and reading.
  • To provide review of present simple and relative clauses in the context of telling others about their favorite books.


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

Have a handful of books in the front of the classroom. Have students come up and pick a book and then in pairs talk about why they picked that book. If they do this quickly have them mingle for 1-2 minutes and talk to the other students about why they picked the book that they did.

Test #1 (6-8 minutes) • To gauge students' prior knowledge of the target language

For the first test, have students look at the questions (adapted from ex 1 pg.34) on the screen and have them work through the questions taking turns asking each other in pairs. Monitor closely here to see which words the students don't have a problem producing, which words they know the meaning of but maybe mispronounce, which words they are completely stuck on. Make notes to use for MFP in the teaching stage.

Teach (13-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Author - grab a book and point to the author's name. Elicit the word author. Then distinguish the difference between it and novelist using CCQs about what a novel is and how it is different from other types of books. (for example Orhan Pamuk is a novelist). Plot - The other day someone asked me, "Lizzy, what is that book about?" What do they want to know? Do they want to know the author or the title? Or do they want more information? Do they want to know the main events or all the details? For literary genre, put a genre on the board e.g. horror then elicit a few more different kinds e.g. crime, biography, fiction, etc. What are all of these things? They are genres. Are they cinema genres? No, are they about books? Yes, they are literary genres. How else can I use this word? (cinema, art, music) Blurb - grab a book and point to the back cover. What is this? What does it tell you? Is it long or short? Does it help me decide if I like the book? Yeah, it influences my decision...What do we call it? A blurb. Browsing. Act it out. Tell the students "I'm in a book store." Use CCQs in language analysis here. If they need another example, pretend to be shopping for clothes... "What am I doing?" Paperbacks, hardbacks, e-books. Bring a paperback, hardback, and my kindle to show the difference. Highlight form and pronunciation of each word as I go focusing on what area the students need the most clarification in.

Test #2 (7-9 minutes) • Check students' use of the target language again and see progress

Students will complete a crossword puzzle in game form. The definitions for the puzzle will be either hung up or spread out around the room. In pairs (or possibly alone depending on group size), students will work together to move around the classroom reading the definitions and filling in the crossword puzzle as quickly as they can. When they all finish, have different pairs sit down together in groups of four and check the answers. Monitor the game and peer checking well to make sure the students did get all the answers. Have answer key ready if they need it. If any words are a real problem, quickly review them before moving on.

Highlight Useful Language (2-4 minutes) • To give students some useful language to help them in the final freer practice

Put a short scenario on the board. My favorite book is Harry Potter. What's it about? (We use this when we want someone to tell us the_______?) plot. It's about a boy who discovers that he is a wizard. What tense do we use to respond to this question? Present simple. Why? Did I read the book in the past? (yes) But does the story still exist now? (yes) Is the story permanent or can I change it? (permanent) To Kill a Mockingbird is about a family that lives in the South. Highlight the relative clause which gives additional information about a noun. Elicit what other words we could put in place of that, e.g. which/who/where/when (relative pronouns)

Free practice (9-11 minutes) • To provide students with free practice of the target language

Students will go back to the first activity they did discussing the questions on the screen. There will be a couple extra questions added (why? which one? etc.). Have students work through these questions again with a partner. If time, move students into small groups and talk about what their partners shared. Take some whole class feedback about their favorite authors and highlight other interesting or good things I heard in the discussion.

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