Parallel lives lesson plan
By the end of the lesson, students will be able to read a text quickly to get specific information and read a text to find detailed information.
My sub aim is speaking for fluency.
Procedure (31-37 minutes)
T greets the students and asks how they are feeling today etc and asks the students to look at the PowerPoint she prepared. (See Appendix A). In the first slide, there are some questions: Have you got any brothers or sisters? In what ways are you similar/different? T asks students to work in groups and talk about the questions for a few minutes. When they are finished talking, T elicits some answers from each group by nominating students. After this stage,T shows another picture to the students. It is a funny image on twins.There is a question on the PPT: What about twins? Do you know any twins? If so, are they identical or not? What kind of relationship have they got? (Answers may vary)
After eliciting some ideas on twins, T says that there is a professor called Tom Bouchard. He conducted a research on twins. In this handout, you are going to see some sentences about his research. But, in these sentences, some words are in bold You are going to try to guess those words' meanings from the context. T gives the handout to the students. (See Appendix B) They work on the handout individually and try to guess the meaning from the context. When they are finished with the task, T asks them to check their answers in groups or in pairs. T monitors them while they are checking their answers. T shows the answer key on the board and asks some CCQs about the words to set the meaning. After setting the meaning, T models the word and uses the drilling technique for the pronunciation part. They focus on the stress, intonation and after thet T elicits the form of the word from the students.
T says now, we have a different activity. There is a text (See Appendic C) on some interesting twins I have some sentences about those twins in this handout. (See Appendix D) Now, you are going to find which sentence is talking about which twins. For example, the first sentence. Is about Margaret and Terry or is is about Jim Twins? You have 2 minutes to find the answers! For this skimming activity, ICQ needed. T may ask ''Do we have 5 minutes to read the text? How many minutes do we have? Are we reading it slowly/quickly? / Are you looking at every detail in the text? When she gets the answers, T asks them to start skimming the text to answer the questions. Students read the text quickly and answer the questions. When the time is up, T asks them to check their answers in pairs/groups. T gives the answer key to the students as a feedback. (See Appendix E)
T gives them another handout for scanning. ( See Appendix F) Now, some of these sentences are T, some of the sentences are F. Now, you are going to read the text and find whether the sentences are T or F. When they are finished with scanning the text and decide whether the sentences are T or F, T gives them T-F cards. When the teacher says a, students shows T or F card. If the sentence is F, students need to tell the correct one.
After finishing the scanning stage, T shows some questions on the board. She says now we have read a text about two interesting twins. I want you to look at the questions and talk about them in your groups. When students are talking, T monitors them as well. When they are finished talking about the questions, T elicits some feedback from the students by nominating the students to comment on the questions.