Emily Caglayan Emily Caglayan

Teaching Practice 1
B2 Upper Intermediate level


In this lesson, ss practice scan reading for specific information and reading intensively for detail using authentic material. The lesson starts with a lead in and the teacher elicits the new vocab from the ss. The first reading activity is a controlled one, scanning for specific information, in which ss mark-up the text looking for answers to two questions. The second one focuses on reading intensively for detail, in which ss fill-in blanks found in the text. For a post-reading activity, the ss will do a speaking activity in which they will work in groups and discuss a related topic using new vocabulary. If time permits, ss will present their ideas to the wc.


Abc Handout 1
Abc Handout 2

Main Aims

  • Reading - scanning for specific information, intensively for detail

Subsidiary Aims

  • Vocab, speaking for fluency


Warmer/Lead-in (5 minutes) • To create interest in the topic

Alternative Therapies: Show pictures (visuals) of various alternative therapies and try to elicit the names of them. Ask students to explain what they are or how the therapy is done. Ask why this type of therapy might be useful? Ask if anyone has tried this therapy (personalisation).

Pre-reading (5 minutes) • To prepare students for the reading and pre-teach the necessary words

Matching Exercise: Divide the ss into pairs and distribute vocabulary (9 essential words from the text and the reading for detail exercise) and their definitions. These have been printed on on long strips of paper and mixed up. Explain that they will need to match the words with their definitions. Once they have finished, have them move around the room, checking their answers which have been taped to the walls. Discuss any words that they did not know. Remember: Elicit, Concept Check, Drill and Write!

Reading #1 (10 minutes) • To practice scanning for specific information

Distribute Magazine Article. Ask one student to read the title outloud. Ask, "What do you think this article is about?" Follow-up question, "Who or what are Office Doctors?" Distribute two questions to each student. The questions are "Which therapies are mentioned in the text?" and "What conditions are they treating?" Explain, that they will be marking on the text (make sure each student has a pen or pencil). Ask them to tell you an example of one alternative therapy that we discussed at the beginning of class. Now, tell them that you would like them to circle all the alternative therapiest in the text. Time limit: 1 min. Then, ask what a condition is? Ask them to give you an example of a condition. Now, tell them that you want them to underline all the conditions mentioned in the text. Remind them that they should read quickly and concentrate on the therapies and the conditions ONLY. Check answers in pairs. Write on the WB a list of therapies included in the text. Write on the WB a list of conditions included in the text.

Reading #2 (15 minutes) • To prompt more intensive reading for details.

Distribute the HO with the sentence fragments. Explain that these sentence fragments need to be matched with the gaps in the text. Instruct ss to read the sentence fragments first. Then read silently the magazine article, but this time more closely, so that the ss can match the sentence fragment with the gap. The ss should write the number of the sentence fragment in the particular gap where it belongs. (Show on WB what to do) Let students read silently. Check answers in pairs. WC feedback... write answers on wb using two different color pens. Help with problems. If time permits: Follow-up Questions: Which changes sound like a good idea? Which changes do you think made the biggest difference? Why?

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

Speaking Exercise: Divide the class into small groups. Distribute two categories to each group. Ask the groups to discuss "How they would change ITI to make it a healthier place in which to study?" focusing on the two categories they have been given. After disucssing this topic, ask one person in the group to stand up and present their groups' thinking as to what should be changed at ITI and why they think these changes are important. If time permits, each group can be given two new categories and a chance to think about those changes in ITI.

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