Ertan Ertan

Assessed TP 2
Upper Intermediate (B2 - C1) level


In this lesson students will be doing discussion to develop productive skills by speaking about their predictions on an issue of language dying-or-staying alive. Reading for gist in order to lead-into the topic of the text more, following it with my feedback. New vocabulary will be involved, so pictures will be put on the whiteboard. Students will skim the text for details in order to put some sentences in order, which they will check with their peers, following it with my feedback. Scanning the text for details from exercise 2 which the students work out in pairs, following with my feedback immediately after. In order to deduce meaning from context, students will again work in pairs to match vocabulary, after which I will check to ensure that the meaning of the words matched is right.


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Main Aims

  • To give students practice in reading for gist, specific information and detail, and in deducing meaning from context through a reading on "Language alive and dead".

Subsidiary Aims

  • To raise students' awareness of related lexis. To give students practice in speaking for fluency through discussing, giving opinions and agreeing and disagreeing.


Warmer (5-8 minutes) • To engage students into speaking and reading

Get students interested in the topic by putting one picture of hieroglyphs text on the whiteboard and tell them to mention some extinct languages, and then put a picture of an alive language and tell the students to mention some active languages. I end up the warmer part by writing the title of the reading material on the whiteboard. Rationale: At the beginning of each lessons, students are calm and not so active, so in order to light them up, I use (visual aids) pictures and initiate discussion related to the pictures.

Pre-reading Stage (8-12 minutes) • Engage students by adding to their understanding of the topic which is to follow in the reading text.

I will put pictures on the whiteboard, write some vocabulary on the board, and have them discuss if the pictures tell it is about a dead or alive language. To make sure they will not have any difficulties understanding the text, I will put other pictures on the wall which also show the meaning of the difficult words, Have them to share their knowledge about the extinct languages first, and then the mostly used languages in the world now. Also, I will mention old Turkish language, that is Osman, which was used during the period of Ottoman Empire reign. I will pre-teach some difficult vocabulary by writing them on the board and tell them to match as many words with pictures. Rationale: To get them ready to receive the handout taken from the reading material using pictures and drilling of some related vocabulary, which really prepares students psychologically to read a text without any hesitation and reducing the probability of misunderstanding the text.

While-reading Section (15-20 minutes) • Have students read the text for gist, and put sentences from exercise 1 in order.

I will have students skim the text, and after that, have them work in pairs and put the sentences in order in exercise 1. After that I will check for the right order. Then in exercise 2, they will scan the same text to get specific information, that is, answer the questions in that exercise which they will check with their peers before I give feedback. Rationale: Skimming helps students increase their reading skills and also speed at grasping many words at a very short time. Also scanning the text helps students increase their skill to extract information from a text within a short time. And finally working in pairs ensures proper understanding of the text, increasing (productive) speaking skill.

Post-reading Section (3-5 minutes) • Deducing meaning from context and giving feedback, and making sure I do not end the lesson without repeating the vocabulary newly-learnt.

Students work in pairs or small groups to complete exercise 3, after which I will give feedback on their completed task. I will finalize the lesson by testing the students again on their comprehension and memory of the newly-learnt vocabulary, and asking them if they think that the vocabulary and facts we have discussed are new to them. Rationale: Group work has always ensured better learning and self-confidence at students, thus increasing the desired result of the lesson.

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