New lesson plan: Teaching Practice 8

Busra Sanli

Teaching Practice 8 - Upper-Intermediate level

Teaching Practice 8
Upper-Intermediate level

Description

This is basically a reading lesson in the context of the arguments between women and men. Students will be engaged in the lesson with the pictures at the stage of lead-in followed by a pre-teach vocabulary stage. For the gist, students are asked to skim the text. Students practise their detailed understanding of the text by True/False statements. The lesson enables students to share their opinions about the topic at the stage of post-reading.

Materials

Pictures

Handout

Pictures

Handout

Main Aims

To provide students with practice in reading for gist and details in the context of how women and men argue.

Subsidiary Aims

To provide students with practice in speaking for fluency by discussing and sharing their opinions in the context of how women and men argue.

Procedure (34-45 minutes)

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

T: "Today, we are going to read a text. Before that, I want to show you some photos. What are the people doing here?" After getting a few comments from Ss, T asks the main question: "Do women and men use different strategies when they argue? In what way?" and writes the key point of the question on the board: "different strategies". T: "Now, in pairs, discuss this question for 1 minute." ICQs; "What are you doing? (Discussing the question)" "In how many minutes? (1 minute)" "In pairs or groups? (in pairs)" T asks one or two pairs what they think. T: "We are going to find out if you are right. But before, let's study some words.

Pre-Reading (7-9 minutes) • To prepare students for the text and make it accessible

T gives Ss an exercise to match the words to the meanings. T wants them to do it in 2 minutes individually and then to compare their answers. T gets the answers from Ss and writes them on the board one by one. T asks CCQs for each word/phrase and then clarifies form and pronunciation by eliciting from Ss.

While-Reading #1 (4-6 minutes) • To provide students with less challenging gist and specific information reading tasks

T: "Now, it's time to check. Read the text very quickly to find out if you are right or not. In 2 minutes, individually." ICQs; "What are you reading for? (finding out if we are right.)" "Are you reading in pairs or alone? (alone/individually)" "In how many minutes? (2 minutes)" T asks Ss if they are right or not.

While-Reading #2 (10-12 minutes) • To provide students with more challenging detailed reading tasks

T: "Now, you are going to read the text again. This time, you have 5 minutes. Read individually and mark the sentences T/F. Underline the parts where you think the answers are." ICQs; "What are you going to do? (read the text, mark the sentences, underline the parts)" "How many minutes do you have? (5 minutes)" "Individually or in pairs? (individually)" T: "Compare answers with your partner in 1 minutes." T gets the answers from Ss and wants them to show the parts where the answers are.

Post-Reading (10-13 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T: "So, do you agree with what the text says about women and men?" T sticks 3 quotations in the text to the walls and asks; "These are the statements in the text. In 1 minute, come and read all of them. Then, stand near the quotation you disagree with most." T: "Now, as a group, in 5 minutes, discuss the statement and explain why you disagree about it." ICQs; "What are you going to do? (discuss the statement and explain the reason)" "As as group or in pairs? (as a group)" "In how many minutes? (5 minutes)" T monitors closely and notes down the mistakes to give delayed FB. T wants the groups to explain their reasons and asks the others if they agree with them or not. T writes some of the mistakes on the board and wants Ss to correct them in pairs. T wraps up if there is enough time left and finishes the lesson.