Mederic Hoffmann Mederic Hoffmann

Teaching Practice 7
Beginner level


In this lesson, students will read a text and perform a series of activities in which they will have to speak to each other. They will have to read for gist, scan for specific details and then practice in the context of what you like or you don't like.


Main Aims

  • To provide gist and scan reading practice using a text about twins' lives in the context of things you like or don't like

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of things you like or don't like


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

Teacher will stick pictures taken from the text on the whiteboard. Class will be splitted in two, in order to have two teams. Teacher will explain that we are going to play a game, Ss will have to rush to the WB (in line) and find the right picture when T is saying the word (live matching activity).

Pre-Reading (8-10 minutes) • To prepare students for the text and make it accessible

Teacher will put back the pictures on the WB. Then I will stick a "Thumbs Up" hand on these pictures, and another one, "Thumbs down". With these I want to elicit "I like" and "I don't like". Then the instructions will be to discuss in partners, about the activities on pictures, examples of what they like or what they don't like. (ICQs : Do you discuss or write? Discuss. / Do you discuss about me? No, the pictures.) WC FB with the thumbs up or down with the students and get them to speak at the same time. T will write "Twins" on the board and ask Ss if they know. If so, elicit from the Ss what it is and if they know some around them. If not, T will draw two people with the same birthdate.

While-Reading (14-16 minutes) • To provide students with less challenging gist and specific information reading tasks

T will write four sentences on the WB, they are going to be four possibilities as a title for the text to come: - Jack & Jenny don't like concerts. - Chinese or Italian food. - Jack & Jenny, very different twins. - Family love. This activity is a reading for gist, Ss will skim the text and try to find what's the best title fitting this text. Peer checking and WC FB with scores for each title, always elicit the answer since Ss have to speak. The following activity is a gap-fill, T will put again the text face down, show the instructions and explain through the first example. Then let them scan for details. Peer checking and T will say the answer key.

While-Reading #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading

Teacher will give the instructions to the new activity, with a demo maybe, which will focus on asking questions around Jack & Jenny's hobbies, so they will have to read the text for specific informations. Ss will work individually first to write down 5 questions with Does Jack / Jenny like ...?, and then I am going to change partners and they will ask each other the questions and try to answer it with or without the text. (ICQs: Do you work alone? No. / Do you ask questions to your partner? Yes.) To get the feedback, T will monitor closely this time and after get feedbacks from pairs.

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

Teacher will sort Ss as As and Bs, each and everyone of them will receive a hand out with a table on it. T will demo before handing over to them, they will have to stand up, go to Ss that don't share their letter and ask them if they like the activity or the thing represented on the worksheet, and most important Why?. They will write the name of the interviewed Ss and he can ask back with his/her own worksheet. They will have to move as much as possible to get the most names on their worksheet, T will monitor from far, I will not interfere in this activity, except if they've got a question about lexis for example, clarifying what happens in a picture. Feedback will be with Ss sharing what they got on their worksheet about someone else.

Follow-up (4-5 minutes) • To highlight any problems or errors & to end the lesson on a useful note

Teacher will write on the WB any errors that has been done, it will serve as a feedback for the whole lesson.

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