Foroogh Foroogh

Teaching practice 2
Intermediate level


Abc Printed pictures
Abc Reading Text
Abc Vocabulary sheet, part 1
Abc Vocabulary sheet, part 2
Abc Reading exercise sheet

Main Aims

  • To teach and use vocabulary related to family and relationships and interpersonal communication and problems.

Subsidiary Aims

  • To demonstrate use of such vocabulary, while extracting meaning from a relatively short but quite difficult piece of text.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Show the students the printed pictures related to family and relationships. Ask them to tell you about the pictures e.g. what kind of relationships they are and what they think about each relationship. Try to elicit enough information and words while showing the pictures.

Pre-teach vocabulary (8-10 minutes) • To unblock key lexis needed to help students complete the next task and make them familiar with some vocabularies related to the topic

Show the students the vocabulary sheet part 1 in your hand. Explain what the words are about. Read out the words, model the pronunciation and word stress and ask them to repeat the words after you. Then explain what they should do in the task. Ask them to work in pairs and think about the meaning of the words and explain them to their partners. Pass the work sheets and give them time to do the task. Then ask some of them to explain the words and discuss in full-class and you explain more if necessary.

Practice activity (11-13 minutes) • To provide students with some useful and common expressions they can use to discuss the topic and make them ready for the reading text.

Show them the vocabulary sheet part 2 in you hand which they have it already. Explain, they are some phrases we use to talk about our relationships with our family or friends and give them some examples. Then explain what they should do in the task. Ask them to work in pairs, read the sentences beginnings 1-6 and match them to the endings a-f to make the phrases. While they are working write the numbers on the board with a blank space in front of each for the correct answer. Then ask six students to come to the board together and write the answers for each number. Then check the answers and explain the phrases by giving many examples. After explaining the phrases ask them to use the phrases and make sentences about their own relationships with other people in their life. Give a sentence as a clue. Then ask them to work in pairs and read their sentences to their partner and compare their sentences. Then ask some individuals to read their sentences.

Pre-reading section (8-10 minutes) • To prepare students for reading text and provide a task relevant to reading topic.

To open the conversation explain that we don't feel the same in our relationships so we may have some problems and disputes in our families. Give examples to explain the word dispute. Enourage them to think about some reasons for family disputes ( you can give one or two example to activate their minds) and ask them to tell their partners. Then ask to share their ideas to class.

Reading for gist (8-10 minutes) • To encourage students to read for general understanding

Show them the reading text in your hand, explain that it's from a book written by Zadie Smith. Ask if anyone has read or heard of the book. Ask them to read the text and write a short summary in one or two sentences about the text and point out that they are not expected to understand everything. After reading and writing the short summary ask them to walk around the classroom and read their summaries to other students to compare their summaries. Then ask some individuals to read their summaries.

Post reading Task/reading for specific information (5-7 minutes) • To provide an opportunity to read the text for details and make them able to do the reading exercise

Explain that they are going to read the text again and then they should answer the reading exercise which they already have. Explain that they should write T for a true sentence, F for a false one and D for a sentence which the text doesn't say. Give them time to read and answer the exercise, then check their answers write them on the board.

Web site designed by: Nikue