John Coen John Coen

Teaching Practice 1 : John Coen
Upper intermediate level


In this lesson by means of guided discovery, the students will be provided with a reading text relating to gender and the brain which should expose them to new vocabulary. This process will involve the students working in pairs and small groups speaking in English and providing feedback to the class on their thoughts and ideas.


Main Aims

  • To provide detailed reading practice using a text about gender and the brain in the context of biology, gender and behaviour

Subsidiary Aims

  • To provide fluency speaking practice in a conversation and discussion in the context of genders roles and the relationship to the brain
  • To provide clarification clarification of vocabulary in the context of the text provided.


Images (4-5 minutes) • Interest in topic

Provide 8 images of women and men doing different activities and tasks. Images to be shown on whiteboard before lesson starts. Get class interested in topic by showing pictures and getting them to say whether they think men or women are better at the task and why.

Exercise 1 (3-5 minutes) • Discuss new terms, words

Hand out categories for exercise 1. Again ask the students to discuss in pairs/small groups whether there are any differences in the ability of men/women in these tasks. Give students time to talk and then take some whole class feedback.

Section 3 (8-10 minutes) • Elicit new vocabulary

Elicit the following words: Using pictures, definitions etc. Write these words on the whiteboard after discussing them with students: Drill some of the trickier words both chorally and individually. Ask the students questions about a scenario or use pictures on whiteboard. 'the latter', 'efficient', 'absorb', 'spatial', 'muscles', 'womb', 'toddler', 'barrier', 'ancestors', 'stereotypical'

Exercise 2 (3-5 minutes) • Ideas and thoughts on statements

Before lesson put the sentences for exercise 2 on the walls. Have students work in pairs, looking at all the sentences and discussing if they are true or false.

Feedback exercise 2 (4-5 minutes) • Provide ideas and relate to text

Ask the students for feedback on what the students thought of the sentences. Don't give answers: Have the students read the text where they will find the answers. Set time limit: Reading 1-3mins: Ask students to read the text in handout. Tell them they will find the answers to exercise 2 in the text. Ask students to peer check. Discuss with class, then deal with any questions.

Exercise 3 (3-5 minutes) • Clarification of reading text

Hand out exercise 3, ask students to read text again and find answers to the questions. Ask them to read the text individually then check with peers. Take class feedback, deal with any questions: Set time limits. Reading 1-2 mins : Feedback : 2-3

Exercise 4 (4-5 minutes) • Clarification of text in reading text

Show students on the whiteboard how they can understand the meaning of vocabulary from context. Write up the following sentence: 'Brain cells can only be seen with a microscope'. Ask students what they think "cells" mean - get some ideas - and then get students to explain how they could guess from the sentence. Then give students exercise 4 and let them work in pairs/small groups to guess the meanings. Check the answers with the students as whole class and deal with any questions.

Exercise 5 (4-5 minutes) • Personal understanding of reading text

To get a personal reaction to the text, ask if they were surprised by anything they read, what they thought was interesting, etc. (whole class) Then get students to discuss the questions in exercise 5 in small groups. Give them: 2 mins, then take some general whole class feedback.

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