Pelin Pelin

Teaching Practice 3
Intermediate level


In this lesson students will both listen and read a text about chocolate.


Abc Questionary
Abc Comprehension Questions Handout
Abc True or False Handout

Main Aims

  • To scan information and to practice reading for specific information in the context of chocolate.

Subsidiary Aims

  • To learn new words on addiction and speak about them.
  • To introduce vocabulary in singular and plural form for later analysis/


Warm Up (2 minutes) • Get the SS think and talk about the things that they love to eat or drink.

T shows some pictures (chocolate, coffee, turkish coffee, sweets, tea, coke, turkish delight, orange juice) by using PPT. And asks SS : 'Which one is your favourite?' T asks SS to discuss this question with their partners.

Getting Familiar with the Topic (8 minutes) • In this stage SS will make a questionary to get familiar with the topic.

T states that she can't start a day without a cup of coffee. T shows the SS the questionary that she prepared and asks SS to stand up and ask the questions on the questionary to the people in their class. T: 'Now I'm goig to give you a questionary, there are six questions and you should find at least two people who says YES to these questions so I want you to stand up and ask your friends.' ICQ: 'Are you going to ask these quesions only to your partners?' After the SS finish T asks some of the questions to the SS.

Getting familiar with the new words in the text. (5 minutes) • There are some words they might need to understand the text.

T mimes like she is eating something ans tries to get the Word 'Edible' but it's quite a difficult Word T says that it's used for the things we eat. T asks the students to repeat the word and than writes the word on the board. T says that she can't live without coffee to elicit the word 'addict' T: ' I can't start a day without a coffee, I must have it, I'm not saying I should I'm saying I must, so am I only someone who likes coffee or is there another Word used for this'. And T also shows a Picture of a smoket to elicit 'addict' T makes to student repeat the word : 'addict' and writes it on the board. T says that sometimes there are things that we need to do but we don't want to to elicit the word 'painful'. T:'Let's say that I'm a chocolate addict and Ican't do without it, I'm sitting here in the class and while I'm eating my chocolate someone enters the room and I have to share it, so this is quite what for me?' (Here SS might need a bit help to find the Word) T makes to student repeat the word : 'painful' and writes it on the board. T shows the Picture of an alcholic person and asks: 'What can we say about this person?' to elicit the worh chocoholic she wants SS to say 'alcholic' first. After T gets the Word 'alcholic' she asks: 'Ok this man is an alcohol addict but les's say I'm an chocolate addict. How can you call me?' and T elicits the Word 'chococholic' T makes to student repeat the word : 'chocoholic' and writes it on the board.

Answering Questions (5 minutes) • In this stage SS will have time to think about themselves and share their opinions with their partners

T shows the SS a WS. There are 8 questions that they are going to answer about chocolate addiction. T: 'Now let's see if you are a chocoholic or not. I'll give you these WS and I want you to first read and answer the questions about yourselves.' ICQ: ' Are you going to ask anybody else?' When the SS finish, T asks SS to discuss with their partners. T: Now I want you to check your answers with your partners.' When they finish peer check T asks the students about their answers: T: How many of you answered 'yes' to at least three of the questions can you please stand up.' when the SS stand up T says 'I'm sorry but you are a chocoholic'

Getting familiar with the movie 'psycho' (3 minutes) • In this stage students will discuss about the movie 'psycho'

T sticks a Picture from the movie psycho (the Picture is the one that's commonly known) T asks the SS if they know this film by Alfred Hitchcock. T:'Is there anyone who remembers this scene?' If the SS can't remember T gives some clues like 'Alfred Hitchcock, a thriller movie' If they know T asks SS to tell their friends if they don't know T gives a short summary like: T:'This is the most famous film that was directed by Alfred Hitchcock called psycho. It tells a story of a young woman WHO steals some Money and while escaping she stays in a motel where she meets a psychotic killer.'

To elicit some of the words that they might need while reading. (2 minutes) • In this stage T will elicit the words that are unfamiliar with the SS to make the reading clear.

T tells a story: I always do shopping and we all go and buy things so what do they generally call us? and shows a Picture. T tries to elicit the Word consumer and she also gives the noun form of it : to consume and writes them on the board. T tires to elicit the Word : 'average' T: Think that I'm a student in one of the univesities I'M not failing at all but I don't get high grades so I'm... ' and tries to get the Word : average from the students. T makes the SS repeat the Word and writes it on the board.

Reading a text in detail and answering True or False Questions (5 minutes) • In this stage SS will look at the ten statements given and decide whether they are True or False

T shows SS the WS and asks SS to answer it first individually and then check it with their partners. T: 'Now I want you to look at the questions and decide if they are true or false inidividually.' ICQ: 'Are you going to work with a partner at this stage?' When they finish T asks the SS to check it with their partners.

Listening Activity (2 minutes) • In this stage they are going to listen and find out if their predictions are correct or not.

T : 'Now I want you to listen to the record and find out if your predictions are true or false.' When they finish listening T asks SS to check with their partners.

Discussion and revision (10 minutes) • In this section students are going to give information to their classmtes.

T shows a PPT and SS name the desserts that they see which are traditional. T 'Now you are going to see some pictures of our cultural desserts'. And shows the photos while showing T gives each group an name of a dessert. T asks SS to discuss and give information about them like; Where can we eat it? How can we cook it? Is there a special thing about it or a special day that we can have it? When the SS write down their ideas they present it to the class.

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