SAra SAra

Copy of Parents and Teenagers
Pre-intermediate level


In this lesson students learn new vocabulary about housework through guided discovery based on a reading text about annoying habits. the lesson starts with a brain storming activity about teenager and parents annoying habits. then it is followed by a recognition task that students have to find out whether these habits are related to parents or teenagers. then students have to discover the meaning of highlighted words from the text. Finally, students have a free practice and personalize y talking about their own problems with annoying habits.


Abc picture
Abc picture
Abc picture
Abc expression cards
Abc Reading text hand out
Abc picture
Abc picture

Main Aims

  • By the end of this lesson, students will be better able to read a text and get the gist and detailed information in the context of teenager/parents annoying habits

Subsidiary Aims

  • To provide a list of vocabulary related to house work and family gripes and clarify their meaning in the context of a reading text


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

๐Ÿ‘‰The teacher shows a picture to the class and asks the students to guess what goes on in the picture and why. ๐Ÿ‘‰Students are supposed to talk in groups (each table) for 1 minute and express their guesses. ๐Ÿ‘‰While they are discussing the teacher picks some of the ideas and writes on the board. ๐Ÿ‘‰ The teacher asks for the age of children and elicits the word teenager, followed by CCqs - how old are day? - do they go to university? - are they under 12? ๐Ÿ‘‰ after eliciting the word teenager and concept checking , Ss are asked to repeat the word chorally and individually. the word is written on the board with phonetic symbols, stress and part of speech. /หˆtiหnหŒeษชสคษ™/ (n.) countable

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

๐Ÿ‘‰The class is divided into two groups of teenagers and parents. ๐Ÿ‘‰They are asked to make a list of their groups members' problem with the opposite group (What do parents usually complain about? what about teenagers?) It is followed by som ICQs - Are going to write something? Y - Are you going to write about the problems? Y - Are you going to write complete sentences? N ๐Ÿ‘‰ After 3 min. they exchange papers and tick if they agree with the idea of the opposite group. ๐Ÿ‘‰ The feedback will be provided after they read the text. The teacher asks them to see if any of their ideas was mentioned in the text.

While-Reading #1 (1-2 minutes) • To provide students with less challenging gist reading

The text is handed to the students and in two minutes they have to read individually and check if any of their ideas from pre-reading task is mentioned here. if there is any tell it to their partners.

While-Reading #2 (4-5 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

This time they have 4 minutes to read the text individually and decide if the writer of each sentence is a parent or a teenager. ICQs - Are you going to decide in pairs? N - Are you going to put P and T? Y They have 1 minute to check the answers in pairs and explain why if there is any difference.

while-reading activity (7-8 minutes) • To use the text in teaching new vocabulary items

๐Ÿ‘‰The teacher gives each of the students four cards, and asks them to read the text carefully, find the words in the text and guess the meaning of each word. They have to do it in 4 minutes ๐Ÿ‘‰Then students with the same cards have to check the answers together. in 2 minutes. ๐Ÿ‘‰ As a feedback, the teacher shows 8 pictures , checks them with the students, followed by repetition.

Post-Reading (8-10 minutes) • To provide Ss with an opportunity to expand what they've learned and personalize

๐Ÿ‘‰Each student writes at least two of her/his problems. 4 min. ๐Ÿ‘‰They walk around the class, read each others sentences, and decide what the two most annoying habits are. 4 min. ๐Ÿ‘‰ The teacher also walks around and checks their writing, makes note on the errors. ๐Ÿ‘‰ Their mistakes are written on the board and they are asked to correct them. 2min.

post reading activity • To provide the students with a fun task to review some collocations with make and do

๐Ÿ‘‰A set of matching cards are provided for playing pelmanism. ๐Ÿ‘‰the instruction is given in a way that they have to turn cards two by two and match them, each student has to turn one set if correct, stick them on the board, if wrong, another student goes on.

Web site designed by: Nikue