New lesson plan: Why Am I Me?

Hamed Hashemian

Why Am I Me? - Intermediate, grade 10, B1 level

Why Am I Me?
Intermediate, grade 10, B1 level

Description

In this lesson, students learn some unfamiliar words and they will be given the chance to improve their reading strategies (skimming, scanning and reading for specific information) through a text which revolves around Why am I Me?.

Materials

Power point

Power point

Main Aims

To provide gist, scan and detailed reading practice using a text about Identitiy, personality in the context of Why Am i Me?

Subsidiary Aims

To provide fluency speaking practice in a a serious discussion in the context of identity (personalized)

Procedure (30-40 minutes)

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

The first slide will be presented while it contains a picture of mine with my brother. They will be randomly asked about the number of siblings they have and the ones who are considered to be the youngest and the oldest and even the middle child will be designated. Also, a student who is an only child of the family will be found.

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

The second slide will be displayed right after the first stage and the current slide has a photo which has been extracted from the student's book and the students will be asked some questions to discuss with their partner very concisely with regard to the image. After collecting some ideas, the teacher will pre-teach 3 vocabularies (blocking understanding) from the text (conflict, dutiful, ignore) by giving definition and even creating a situation which can assist the learners to get the meaning. The words and a quick check will be presented on the board.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The students will be given a handout on which a gist question, as well as specific information question, have been designed. After giving instructions and distributing the handouts, they will be requested to do the first part individually and then share their responses with their peer (skimming). The teacher will be in charge of revealing the correct and flawless response. For the subsequent section, they will be asked to read more in details and they will be given ample time to sleep on it. They will do it individually. Once they will do it they will unfold their handout and the answers are there.

While-Reading/Listening #2 (5-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The students will be asked to read and very quickly find the adjectives which have been applied to describe three types of children in terms of birth order. They will write them down and on the other part of the handout. Now they will be given some definitions and they are required to match them with the designated words.

Post-Reading/Listening (4-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

The students will be grouped on the basis of their birth order and in a group, they will be given a mini whiteboard to jot down the positive and negative features and the way that can be influenced in terms of forming their identitiy.