Mahmoud Shafik Mahmoud Shafik

Teaching Practice 6
Intermediate B1 level


In this lesson, students will practise reading as a receptive skills through the context of famous festival in Spain. Students will particularly practise scanning as a sub-skill; they will look for specific information (e.g. when the festival takes place, the name of the festival, how long it lasts, etc) through the text as answers for wh-questions. This is followed by a vocabulary exercise in which students need to fill in the gap from multiple choices of given words from the text. Students will practise how to use the contextual clues to work new words out and function them properly (by placing them in the right gap). Finally, students will have a writing task through a freer practice. They will write about any festival they are familiar with


Abc Lesson HO - Reading sheet

Main Aims

  • In this lesson, Students will mainly practise reading skills (receptive) through the context of celebrating festival. While reading stage, students will practise scanning reading the text for specific information and answer wh-questions

Subsidiary Aims

  • As a secondary focus, studeents will be introduced to a lexical set of words that relate to the context of festivals. They will learn how to use the contextual clues from the main text to define the new vocabulary and place it in the right gap.


Lead-in (4-5 minutes) • To set the context of the lesson and get students interested in the topic

T shows a photo, via the overhead projector, of a popular festival in Spain (Las Fallas) and check students background knowledge whether they know what's in the photo, and if so, do they celebrate similar festivals! If possible, I might play two-minute video showing the festival celebrations to involve them in more in the context before they start reading. Feedback: elicit ideas from whole class and check if they are familiar with such a celebration

Pre-Reading (7-10 minutes) • To set the reading context by activating students' background schemata

T draws a big circle on the whiteboard and write up the word "party" or "festival" as a mind-mapping activity. Students are asked to move towards the board and try to write up related vocabulary. T categorizes the written vocabulary on the wb into three different categories (e.g. food, decorations, customs). At the end, there will be a spider-diagram in which all students' ideas and vocabulary about festivals are elicited. Feedback: T discusses the ideas they have come up with and clarify any new words if needed.

While-Reading (8-10 minutes) • To practise scanning as a sub-skill by locating specific information for wh-questions

T guides the students to scan-read the text, individually, and try to find answers for the questions they have in the HO. Students will find contextual clues to help them find the answers accordingly. Feedback: After the time limit has finished, students will peer check their answers. Alternatively, they could be are set in two groups to check their answers. T will get wc feedback and clear any doubts.

Post-Reading 2 (4-7 minutes) • To introduce new lexical items from the text as a reading sub-skill practise

T writes up seven new words, extracted from the text, on the wb. T elicits meanings and give examples as well. Ss will move around the class as there are 7 photos pinned on the walls. They need to locate the words in the reading text first then decide which word matches with which photo. In this activity, visuals are key materials to help students visualize the given vocabulary, as a result, they can contextualize them Feedback: T drills vocabulary and show stresses on the words.

Post-Reading 3 • To practise contextualizing vocabulary though fill-in-the-gap activity

T asks expose students to the meanings of new vocbulary by either CCQs or referring to visuals. students are asked to fill in the gap by choosing from the words written on the wb. Feedback: Ss check in pairs, then T gets wc feedback.

Writing activity (8-10 minutes) • To practise writing as a productive-skill

In this final stage, students will individually write short summary about common festival they know about. They will apply, productively, new learnt items from the context of reading. Feedback: T will monitor the students while they are writing to maintain functioning vocabulary from the context and correct any mistakes if found—to maintain accuracy as well. Ss will peer check their writings

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