Ehsan Ehsan

Teaching Practice 2
Intermediate level


In this lesson, students will be exposed to some vocabulary items in the context of newspapers and press. They will also practice a short reading activity about newspapers in Britain and news TV networks in America. Therefore, they will practice reading for gist and reading for detail during the lesson as well. To clarify the meaning of words and to get the SS practice more, I have designed a crossword puzzle and a kinesthetic activity to add some fun to class. Then, the session will be finished by a discussion activity regarding the newspapers in their own country. I will try to make them notice their mistakes on the board finally.


Abc Ho 1
Abc El Gazzet newspaper
Abc "Did you know?" text
Abc T/F sentences about the text
Abc WB
Abc Discussion questions handout
Abc Flash cards
Abc Gap-fill handout

Main Aims

  • Students will be introduced to and practiced some vocabulary items about newspapers and will be better able to use the words in their production

Subsidiary Aims

  • To provide gist and scan reading practice using a text about newspapers in the context of English speaking countries
  • To provide fluency speaking practice in a group discussion in the context of newspapers and published press in their own country


Warmer (4-6 minutes) • To generate SS' interest in the topic and to set the context

T is sitting on the chair reading a newspaper, pretending he didn't see the SS. I usually read newspapers, specially when the headline is interesting. T tries to elicit from SS some words; headline, daily, news coverage, founded, article, and a journalist. T sometimes highlights pronunciation. What about you? Do you like reading newspapers? In pairs, answer the Qs on the cards. T monitors and provides feedback. T asks one/two Qs in the class to check the content.

Lead-in (2-4 minutes) • To engage SS in the lesson and to activate their schemata

T asks SS what they know about newspapers in other countries? e.g. America, England, Australia. Can you name any American news TV channels? T tries to elicit some ideas and gives FB.

Reading for gist (3-5 minutes) • To expose SS to some of the target vocabulary items in the meaningful context

T puts two questions on the board. 1. What is the text about? T gets Ss to read the text quickly and find the answers. ICQs. T sets 1 min for this activity. T provides FB and checks the answers in the class.

Reading for detail (4-6 minutes) • To review and practice reading for specific info

T shows the T/F cards to class and asks them to answer. Time limit: 3 mins ICQs. Check the answers with a partner. T provides FB. Class checks the answers with the T.

Semi-controlled speaking activity and practice of the TL (3-5 minutes) • For SS to practice newspaper vocabulry items about their own country

Unfold the bottom of the sheet and discuss the 2 questions with your partner. ICQs T monitors and gives FB. T asks Q2 from each group in the class. T focuses on some vocab and highlights the pronunciation.

Guided discovery (5-8 minutes) • To help SS discover the TL in a crossword activity and to provide SS with a written record of the TL

Chesting the crossword sheet T introduces the activity and sets a time limit. SS do the crossword individually. ICQs. T monitors and provides FB. SS will check their answers together.

Focus on vocabulary (5-7 minutes) • To introduce and concept check further and prepare students for controlled practice

T shows the picture of "elephant/donkey" to SS and elicits the word "right-wing" and then the opposite word; "left-wing" Highlighting the pronunciation, stress, and syllables teacher puts the cards on the board. T does the same for the other words. Class does some drilling. CCQs to check SS understanding of the meaning. e.g. Can you find romantic stories in a quality newspaper? Can we find jokes in it?

Focus on vocab - meaning (5-7 minutes) • To help SS consolidate the TL in a controlled activity

T shows the gap-fill text to class and introduces the activity. Time limit: 4 mins ICQs. T monitors and gives FB if needed. SS compares the answers together. T puts the answer key on the wall and tells SS to check.

Freer Practice (8-10 minutes) • To provide students with free practice of the target language

T regroups SS. T introduces the activity and sets a time limit. ICQs. T makes notes of SS' mistakes. T monitors and provides FB on the content. T gets the SS to correct the mistakes on the board.

Kinesthetic Activity (3-5 minutes) • For SS to notice and practice pronunciation

If time, put SS into two groups and play the "grab the card". The team with more cards is the winner. Ask for any comments and farewell.

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