To provide gist and detailed reading practice using a text about about a woman who has an unusual talent in the context of appearance.
To provide fluency speaking practice in a discussion in the context of appearance.
Procedure (35-45 minutes)
T shows a picture of Susan Boyle. Asks: 'Do you know who she is?' What do you think about her if you see her on the street, for example? What can you say about her by looking her appearance? Then, shows another picture of her from 2014 Is it the same person? Why do you think she looks different?
T gives the text and wants the students to look at the title 'Yes, appearance matters.' Asks: Do you agree with this statement? Do you think our appearance is important in every situation? Is it right that we judge people by their appearance? How do you feel if people judge you by your appearance? Do you think that Susan Boyle is happy with her appearance?
T asks students to look at the three sentences. First they read them. Then T asks: 'Read the text quickly to find the best summary.' They read the text on their own. After they read and find their answers, T asks them to pair check the answers. T gets whole class feedback.
T asks the students to look at the six sentences and read them quickly. After that, on their own, wants them to read the text carefully and decide if the sentences are true or false. After deciding, wants them to pair check their answers. Then, T nominates the students one by one and gives feedback. While giving feedback, T asks them to refer back to the text for their answers. Then, T asks the students to look at the text again quickly and find the words/phrases for the definitions. (on their own) Pair check. Whole class feedback.
T puts students into the pairs as politicians/TV presenters/business people/singers/doctors and tells them they have this jobs. Writes this question on the board: How important do you think appearance is for the following people? -politicians -TV presenters -business people -singers -doctors Do you think it is right that their appearance matters? Asks the students to think about this question for a second. Then they are going to discuss how important it is for their job. T goes around the class, taking notes. After they finish, T asks the students to report their friends' ideas. (content feedback) T corrects errors if necessary.