Dilek Celik Dilek Celik

Teaching Practice 4
Elementary, A1 level


In this lesson, students read a text about a successful family, father and daughter. With the help of this text, they are going to develop their sub-skills such as reading for gist and reading for the main idea. Also, they are going to have the chance to do freer practice.


Abc A music from youtube
Abc Nicola Benedetti's music
Abc A vocabulary-meaning matching acvitiy
Abc A reading text about Nicola Benedetti and her father
Abc A power-point prepared by the teacher

Main Aims

  • To provide gist reading practice using a text about passion for things in the context of family
  • To provide detailed reading practice using a text about passion for things in the context of family

Subsidiary Aims

  • To provide practice and review of was/were/could in the context of family
  • To provide fluency speaking practice in a discussion in the context of family


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

Teacher plays some classical music for about 30 seconds. She tells the learners that classical music is her favourite kind of music. She asks "What is your favourite kind of music?" and tell them to talk about it with their partner. She writes the question on the board and gives some sample language. Q: What is your favorite kind of music? You may start with : My favourite kind of music........ I like _______ music. She sets 2 minute time limit for the activity.

Vocabulary Checking (3-5 minutes) • To check whether the students know some vocabulary which they need while reading the text and answering quesitons

Teacher shows some pictures related to the vocabulary and expects the students to guess the words correctly. The words are : family occasions /wedding : CCQ: What are the other family occasions ? dry cleaning : Musical instrument : Please tell me other musical instruments

Pre-Teach of Vocabulary (8-10 minutes) • To enable students to understand the meaning of lexis which will be problematic while reading the text and accomplishing the tasks.

Teacher gives the students the handout. She tells them to match the meanings with the definitions. The target vocabulary is a little bit higher for their level so the teacher gives example sentences which helps them to understand the meaning. While doing the activity, teacher monitors them. Students check in pairs. Teacher sticks the answers on the wall beforehand so that students can check their answers. If they still struggle with the meaning teacher uses CCQs.

While-Reading #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Teacher introduces Nicola Benedetti and her father and the title. Then she wants them to look at the pictures and guess the answers of questions in pairs. After that, the teacher opens the introduction part and tells the student read this part quickly and find the answers. Teacher tells them to check in pairs The teacher monitors the students while they are doing the activity. She gives the answer key

While-Reading #2 (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Teacher tells the students that they are going to read the text as a jigsaw activity. The teacher assigns the groups as A's and B's by numbering them 1-2. She tells the students to sit as 1's and 2's. She gives them different reading texts and wants them read the text alone and find the answers of the given questions. She checks the questions by using ICQ questions; - What are you doing? -reading a text - Are you reading alone or with your friends? - Alone Then she tells the students to check their answers with their groups .Teacher monitors them far from them. Instructions for Feedback: Now check under your desks You are going to find envelopes. Orange envelopes are for first group Yellow envelopes are for second group Open your envelopes and check your answers. Then teacher gives the students numbers from 1 to 5 for each group and tells the students find their partners and tells them to share their knowledge with their pairs.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher asks the students to look at the questions about the text and themselves and wants them to talk in pairs. While they are talking teacher monitors them and takes some notes about their language use. After they have done it teacher writes some extracts taken during their speaking; some of which are true and some of which are false. Teacher asks the students to look at the sentences and whether they are true or false. Teacher wants them to realize their own errors.

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