David J. Lyndon David J. Lyndon

Teaching Practice 3 - Reading Skills
B2 level


In this lesson students will focus on the receptive skill of reading, with the practice of speaking and pronunciation focusing on adjectives and adverb modifiers.


Main Aims

  • To provide gist and specific information listening practice using a text about Hansel and Gretel in the context of Fairy Tales
  • To provide gist and specific information listening practice using a text about The Story of Hansel and Gretal in the context of Fairy Tales

Subsidiary Aims

  • To practice vocabulary and speaking skills in the context of fairy stories.


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

I will ask the students to gather around the tables in groups of 3 or 4. I will ask them to take a piece of realia and talk about the first things that come into their minds when they see these things. The realia itself will be to do with fairy tales. After a couple of minutes I will ask the students to talk with the group next to theirs and discuss what the common link might be. Hopefully this will elicit the word fairy tale. When it does then I will ask one of the students who knows what the word means to explain it to the rest of the class.

Pre-Listening (5-10 minutes) • To prepare students for the text and make it accessible

I will hand out the worksheets with the matching questions. Students must work in pairs to match the words that are synonyms or similar, as well as the pictures. Once the pairs are done, I will ask them to check with the other pair in their group. As we do this, I am going explain to the student the importance of groups for this lesson, and ask them to explain to any late fingers that they must join a pair and a group. When they are happy I will ask them to come up to the board and display the words in the same manner on the board. We will then use the words on the board to practice pronunciation. We will do this by distinguishing the stress patterns, parts of speech, and linking sounds. We will also link the words with the places that the students have seen them before in previous lessons.

While-Listening #1 (10-15 minutes) • To provide students with less challenging gist listening tasks

I will let the students know what we are listening to. I will ask them if they know the story to try to activate schemata. If they do, then I will ask them to quickly explain the story. If not, then using the vocabulary already discussed I will ask them to predict what elements they can expect to find. I will also give them the following instructions. Write down each of the main characters, and note down if they are good or bad characters. After the listening, I will ask the groups to check if they agree with each other. I will ask the groups to put the characters on a cline on the board between perfect and wicked. I will put up the words good and bad, and elicit the more extreme words.

While-Listening #2 (8-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

I will then hand out the next worksheet. Each person will get a copy. The worksheet has questions asking about the story and specifically how people are, feel or act. I will explain that they are listening again, but this time they should use adjectives to answer the questions. I will ask for some possible examples of answers to clarify understanding. As we listen again I will stop the audio after the first section to double check understanding of the listening, and also my instructions.

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

After listening, the pairs will review their answers together. I will ask each person to comment on their partners answers. In their opinions are the answers not correct, too little, just right, or too strong? Discuss it with your partners. Then discuss it as a group. Try to agree together. I will pyramid the groups until there are only two groups. When they agree, then they can put their ideas on the board. If there are differences then I will ask for some justification.

(Optional) Production activity (9-0 minutes) • To give further practice if there is extra time for the students.

If there is extra time I will ask the students to consider their favorite book or movie. With their partners can they describe the hero? Can they describe the villain? Can they describe how this makes them feel?

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