Aylin Sofu Aylin Sofu

TP7 - Reading (Vocabulary)
Intermediate (B1) level


In this lesson, sts will be introduced to the new unit regarding laws and civil obedience, beginning with the context of robots and the three laws regarding robotics, as written by Issac Asimov, through a reading that they will become study through first skimming, then reading for details/comp. and then through discussion-based questions that they will speak about in pairs. The students will also be introduced vocabulary with the suffixes '-ics' and '-ology' relating to the study or knowledge of a particular subject (i.e. mathematics, anthropology)


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Main Aims

  • To provide scan and detailed reading practice using a text about the three laws of robotics in the context of laws and obedience

Subsidiary Aims

  • To provide practice of lexis with the '-ics' or 'ology' in terms of areas of study or knowledge in the context of the reading


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

T shows picture on PPT to sts and elicits the word 'robot' (slide 1). T asks sts if they know what film the picture is from (if not, says "I'll tell you in a little bit") then asks sts to name any robot films they DO know. T shows Slide 2 of robot films. T asks sts if they know what genre of film they all are. (elicits 'Science Fiction' writes it on the board). T shows Slide 3 (with other Science Fiction films separate from robots) and uses the pictures to explain the definition: "a fiction movie genre that focuses of themes such as the futuristic science, technology, alien life, space travel, time travel, etc…" T uses Slide 4 to CCQ, asking if the films shown on the slide qualify as science fiction films (they don't, they're fantasy films) and uses the listed criteria for a SF film to CCQ against the other films.

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

If sts could not recognize the picture from Slide 1, T jumps back and reminds them, then jumps to Slide 5 and presents the film and the book it was based off of. Asks them simple questions: 1. The film/book are about what? (robots) 2. Are the film and book told from the man or the robot's perspective? (robot) 3. How do we know? (I, Robot. Not, I, Man.) 4. Do robots have feelings? (open answer) "This book and the film are about what happens when we accidentally make robots so smart that they have feelings, like real people." Pre-teach vocabulary: 'Coin' Coin (v)- Explain meaning, elicit word from sts. Use example made-up word and explain that if everyone were to start using it and it became a well-known word, I would have ‘coined’ that word. Have realia on hand in case sts ask Qs about double meaning of the word (coin), to clarify. Ethics (n)- a form of moral principle (or law) that influences the way that people act and what they do. Explain word, “It’s when we do things or actions according to what we feel is the right thing to do, the ethical thing to do.” CCQ: “Is it ethical if you find someone’s iPhone in the back of a dolmus and you decide to keep it and sell it?” (no) “Would it be ethical if you find the person who lost it and gave it back?” (yes) “Is it ethical to hurt or kill someone?” (no) “Is it ethical to hurt or kill someone who is trying to hurt or kill us? (open answer, but leaning towards no) Vice versa (adverb)- the subjects in the sentence said before, when switched around, applies the same way to what was said about their relationship in the previous sentence. Example on board: “A baby will grow scared and sad when taken from its mother, and vice versa.” (underline the subjects and switch them.) “The child was scared of the spider, and vice versa.” CCQ: Is the spider also scared of the child? (yes) Obey (v)- to follow rules or orders. Tell definition then elicit. Use a Sts to role-play, “This is the rule. Whenever I say your name, you stand up. You can only sit down when I say your name again. You must obey this rule.” CCQ: (post-activity) “Did (sts) obey my rule?” (yes or no, depending on result)

While-Reading #1 (5 minutes) • To provide students with a less challenging specific information reading task

T instructs sts that they are going to read a text quickly for 2 minutes and answer the questions on Slide 6. They will check in pairs, and then T will elicit the answers before showing them on the slide.

While-Reading #2 (7 minutes) • To provide students with more challenging detailed, deduction and inference reading task

T instructs sts to work in pairs to do the T/F activity together after reading for detail from the text again. T has all pairs check their answers with the pair across from them. (Tables with 4 people at each table needed) T uncovers the answers on the board.

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

T has sts re-read the excerpted text on slide 7 and discuss the question written in pairs, "Talk about the pros and cons of having a robot in your house." (T monitors and writes down speaking mistakes) T does delayed error correction on the board. T gives one S from each group a pen and has them, one by one, come write a pro and/or a con on the board (making sure it's not the same as what has been written already). WCFB. T asks sts to raise their hand for who would or wouldn't want a robot in their house.

Vocabulary (10 minutes) • to get sts familiar with and practicing the TL vocabulary to be introduced here

T writes the word 'robotics' on the board. Asks sts to define the word that we learned before. (the study of robot behavior). T asks sts to identify the root (robot) and the suffix (-ics). Robotics Root + suffix T asks "which part of the word signifies that this is a field of study or an area of knowledge?" (the suffix '-ics'). T writes on the board, "biology, sociology, physics" and underlines the suffix and the area of study. Explains that they are all cognates of Turkish, but the same use of suffixes is used in other areas of English to describe fields of study that are not the same in Turkish. T asks sts to work together in pairs to try and decide which one has which ending (slide 8). For FB, teacher asks sts to come up and fill in the gaps. (If no time, T will uncover the answer key on the board).

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