Richard Tatterton Richard Tatterton

Teaching Practice 6
Upper-Inermediate level


In this lesson the students will practice their reading for detail skills in the context of the history of flowers. The students will take part in a jigsaw-reading activity where each group of students will have a different reading upon which they will answer questions. They will then work through a PW speaking activity in which the students will discuss and compare their answers. This will be followed by the students working through a grammar exercise in which they will look at the relative pronouns in the passages. The lesson will end with a PW speaking for fluency activity in which the students will discuss the medicinal properties of flowers.


Abc Vocab
Abc Answer sheet
Abc face2face hand-out
Abc Pictures of roses and tulpis
Abc Answer key

Main Aims

  • To provide detailed reading practice using a text about tulips and roses in the context of the history of flowers using a guided-discovery teaching based technique.

Subsidiary Aims

  • To provide review of relative pronouns and practice speaking for fluency skills in a discussion about the medicinal properties of flowers.


Lead-in (3-5 minutes) • To generate engagement and interest in the topic

T will show the Ss some pictures of roses and tulips. T will ask Ss if they can recognise the flowers. T will ask the Ss to discuss together what they know about these flowers. WC FB T will inform the Ss that todays topic is the history of flowers.

Pre-Teach Vocab (5-7 minutes) • To clarify any lexis necessay for reading stages.

T will hand-out the HO on vocab T will ask students to look at HO in pairs and see if they can recognise any of the words. T will monitor this activity T will try and elicit meanings of words from Ss. Modal and drill any vocab the students are having difficulty with.

Reading for detail - (Stage 1) jigsaw reading activity (8-10 minutes) • To practice reading for detail skills.

T will divide Ss by ordering them A or B A's will be given reading about tulips, B's will be given readings about roses. T will instruct the Ss to read their passage and answer the questions:- ex.B pg 43 Face2face. When the Ss have answered their questions they will discuss their answers with their partner. ICQ's 'Are you reading or discussing your partner's answers?' (Discussing) Their partner will record their partner's answers in the answer sheet provided. WC FB

Reading for detail - (stage 2) - relative pronouns (8-10 minutes) • To review relative pronouns in the context of clauses.

T will write the following sentence on the board. 'Tulips were originally wild flowers which grew in the valleys in Central Asia.' T will circle the pronoun 'which'. T will ask the students if they know what kind of word this is. T will elicit that this is a relative pronoun that introduces the relative clause, also known her as a non-identifying adjectival clause. T will circle the words 'Tulips' and 'Central Asia'. T will ask the Ss if they can identify which word the relative pronoun relates to. (Tulips) T will instruct the students to work through ex.6 a+b in pairs. T will hand-out the answer key. Ss check their answers with their partner.

Clarification (3-5 minutes) • To clarify any problems students had with relative pronouns.

T will check answers with Ss for last exercise. Elicit from Ss T will take any problematic sentences on the WB. T will clarify any problems Ss have had with this exercise.

Free speaking activity (7-10 minutes) • To provide fluency speaking practice.

T will write on the board the question 'Do you believe that flowers have medicinal properties?' CCQ's :- 'Have you tried taking herbal tea for a cold?' T will divide Ss so everyone has a new partner. T will ask Ss to discuss their opinion about the question on the board. T will monitor at this stage giving prompts where needed. Early finishers will be encouraged to ask their partner more questions 'Do you have a garden at home?' 'Have you ever taken herbal medicine?' 'Do you know anyone who has?'

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