angela lucca angela lucca

Teaching practice 6
Pre-intermediate, A2 level


In this lesson, students read two short texts describing different types of houses. The lesson starts with eliciting parts of the house with a picture. This is followed by several activities to prepare the students for the reading task (discussion, description of their own houses). This lesson follows the stages of a receptive skills lesson and guides students from less to more challenging tasks.



Main Aims

  • To provide gist and detailed reading practice using texts about different types of houses in the context of describing your home

Subsidiary Aims

  • To provide speaking practice using the target language of house vocabulary in the context of describing your home


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1 T greets Ss and asks them 'How are you today?' If needed, T asks Ss to sit in a large circle and/or pairs them 2 T elicits from a picture some of the lesson vocabulary: 'Take a look at this picture, this is my sisters' house in Hawaii. What can you see in the picture?' T gives ss time to think, if necessary T asks questions. Ss' potential answers: there is a house, a garden, a pool, the house has two floors, there are some plants/trees 3 T places the picture on the WB and ask ss to help her label the picture with these words (house, garden, second floor, ground floor, underground, pool, balcony, plants, trees etc)

Pre-Reading # 1 (5-6 minutes) • To prepare students for the text and make it accessible

1 T asks the Ss to talk together for 2' and answer the 2 questions on the WB: 'Do you live in a house or a flat? Do you like living there? Why? Why not?' T makes sure ss know the word 'flat'. T takes note of the ss errors (if any) 2 T asks Ss to tell us/the class smth about their partner. Demo: She/He lives in a flat; She/He likes living there because... 3 T points out the difference between GROUND FLOOR/FIRST FLOOR, FLAT/APARTMENT in UK/US English; CENTRAL HEATING/AIR CONDITIONING 4 T models the pronunciation, syllables, stress. T also points out the difference in pronouncing (adjective) CLOSE /s/ and (verb) CLOSE /z/. T model and drills the word/phrases.

Pre-Reading # 2 (4-5 minutes) • to prepare the Ss for the context of the reading

1 T asks Ss to describe their home (S) ICQs: clear instructions, ss use 5 of the words elicited on the WB (there is/are - isn't/aren't) 2 Ss take turn to tell the other Ss in their groups about their houses (GW) 3 Ss share interesting information about their homes with the class (if time)

While-Reading #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading tasks

1 T uses pictures to pre-teach UNDERGROUND and HOUSEBOAT. 2 T asks Ss what they think the best thing about each home is (PW, S-class) 3 Ss listen/read the 2 texts and find out what Luke and Bridget think is the best thing about their homes. T checks answers (WC) (Answers: underground house is always 25* so doesn't need heating or AC; the houseboat moves so they can go wherever they want) 4 Ss listen/read again and answer questions 1-5 (Answers: desert/Australia. Yes, he does. Over 50* in summer, in underground is 25*. 8 years ago. 5 rooms

While-Reading #2 (7-8 minutes) • To provide students with more challenging tasks about the text

1 T asks Ss to fill in a table looking for the information in one of the texts (2 texts - 2 tables-2 groups look at text 1, 2 groups look at text 2) (GW). ICQs: are you going to look at both texts? Do you have a lot of time to do this activity? Are you going to read or write first? 2 T asks each group to share the information with the class (s-class). T only asks if they agree or not

Post-Reading (8-9 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1 T gives a HO of 5 sentences. Four of them contain one incorrect word in bold. Ss replace the incorrect word and write the correct one (vocabulary reinforcement) (PW) This activity is challenging and most probably ss never did it before. ICQs: How many sentences are there? How many sentences are correct? How many sentences do we have to change? 2 T asks Ss to check their answers with the group next to them (GW) 3 T asks each group to share their answers with the class * If time, T asks ss to describe their dream house (PW) using TL. useful Qs: Where is it? What rooms does it have? How many floors? Is it a flat or a house?

Feedback/error correction (3-4 minutes) • To help ss learn from their errors

Delayed error correction of the errors noticed during the activities. T highlights good examples of language use and points out some common errors. Pronunciation and spelling are revisited if needed.

Web site designed by: Nikue