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Teaching Practice 7
Intermediate level


In this lesson the students will study a reading text about Pride and Prejudice. They will read some reviews about the book and they will score the reviews out of ten/ they will practice writing a review about a book which they've read so far. They also practice speaking and share their ideas about the books which they've read so far.


Abc HO1 text
Abc HO2 reviews
Abc HO3 sentences

Main Aims

  • To provide skim for gist and reading for specific information practice using a text about books in the context of literature

Subsidiary Aims

  • To provide clarification and practice vocabularies in the context of literature


Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students with speaking

Ask them two questions and elicit the answers. Do you like reading? What kinds of books do you like? adventure, literature, classic, romance. PW: Discuss the questions and the books that they've read so far. Which ones they liked best and which one they didn't like.

Pre-Reading (3-5 minutes) • To prepare students for the text and make it accessible

Watch the trailer of the Pride and Prejudice. Elicit the ideas about the author, theme, genre about the actor and the actress. WC discussion: Ask them if the would like tor ead that novel or not.

While-Reading#1 (4-6 minutes) • To provide students with less challenging gist reading tasks

HO1 reading text They will skim the text to find out what is the book about, WB: while they are reading write setting, genre, central character on the board and ask them . Elicit the answers. Write it on the board.

While-Reading #2 (5-8 minutes) • To provide students with more challenging deduction reading tasks

HO2 reviews CCQ Is review a summary? No Is ıt a comment? yes Is it a subjective or objective? Subjective. Students read the revies about the book. They score the reviews with a number out of 10. ICQ: Do you only read the reviews? No. we socre them. Maximum how much points can you give to each one?10 Minimum? 1 PW: They will check their answers in pairs and compare their scores to the others. They will discuss WHY? WB: Reflect the answers on the board.

Post-Reading/Listening (10-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Reflect some vocabularies on the WB Elicit the meanings Ask CCQs in the language analyses to clarify the meanings. HO3 PW: give them 6 sentences. They will try to replace the italicised words with the words in the box. The answers are folded. Be sure that they will not open beforehand. They will check in pairs. Then let the students write their own reviews about the book that they discussed at the beginning of the lesson. WB: Write couple of key words to help them write. They can also use the sentences in HO3 as models. WC mingle: They will share their reviews with their friends.

Delayed error correction (3-5 minutes) • to provide students with the correct answers of their mistakes and clarify the pronunciation.

WB: Write the errors on the WB one by one and elicit the correct forms, model the correct use of the language and let them drill altogether.

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