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TP1 - Reading Plan
Upper Intermediate level

Description

This is basically a reading lesson in the context of the gender differences in communication. It provides the students some statements to discuss as pre-teaching activity and enables them to share their ideas about the three best pieces of advice as post-reading activity. It also enables them to learn some collocations and find some stylistic devices by reading two extracts from 'You Just Don't Understand' by Deborah Tannen.

Materials

Abc TP1 Material Teacher's Copy
Abc TP1 Material Student Copy
Abc Pictures
Abc Pictures

Main Aims

  • To provide students with practice in reading for gist and details in the context of gender differences in communication.

Subsidiary Aims

  • To provide students with practice in speaking for fluency.

Procedure

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

Link your lesson to the previous one and provide more sentences like the ones in 7a for students to share their opinions on.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

Show the pictures of books written about gender differences in communication, 'You Just Don't Understand' by Deborah Tannen and 'Men are from Mars and Women' by John Gray are from Venus' to connect the topic more closely to your reading text and generate interest. Use the picture of 'You Just Don't Understand' by Deborah Tannen to introduce the author and the book whose extracts are provided for the students to read.

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

Give students limited time to quickly read the two extracts and check the author’s ideas about the issues discussed during lead-in. Give pairs time to compare ideas before plenary feedback.

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Use the task in ex. 8a and 8b for intensive reading and set a longer time limit. Monitor and help with vocabulary if needed. Give pairs time to compare answers. During plenary feedback, ask students to refer back to the section that helped them find the answer to check comprehension further.

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

Use the speaking task in ex. 11a and 11b. You can ask pairs to write two pieces of advice, then come together with small groups to choose the best advice. Then, they can read each other’s advice and evaluate the ideas. Monitor closely during the discussions and make notes of common errors. Start plenary feedback eliciting ideas depending on how you set the task and finish off with some error correction.

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