New lesson plan: Language Analysis 2

Kadir Yenidogan

Language Analysis 2 - Upper-Intermediate B2 level

Language Analysis 2
Upper-Intermediate B2 level

Description

In this lesson, I will be leading the reading part. I will start my lesson by showing Ss some pictures related to our subject and try to get their full attention. Then I will teach them new vocabulary related to the text we will read. Afterwards, we will move on to the text. I will also write a sentence on the WB after dealing with the text, and make students do a quick brainstorming about it. In the end, I will ask Ss if they were surprised by anything they read, and anything interesting to them and take their general FB.

Materials

No materials added to this plan yet.

Main Aims

To provide inference reading practice using a text about gender gaps on the brain in the context of how men and women differs from each other when it comes to intelligence

Subsidiary Aims

To provide fluency speaking practice in a discussion in the context of how male and female brains are good at doing different things

Procedure (45-55 minutes)

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

I will get students engaged in our new topic by showing them some pictures about men&women doing different activities and have the whole classroom take a look at those pictures and do a quick thinking about what the pictures could possibly mean.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

I will either split the class into groups or pair up and give them 6 little topics. They will have a couple of minutes to do a quick brainstorming and come up with new ideas. I will take some feedback from the class and will move on to the next step.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will tell students that they will read about men&women's brains, but beforehand I will introduce them with some new vocabulary with the way of teaching by showing them pictures elicit their meanings. Then I will write 4 different sentences that are written on our material and post them around the classroom. Students will get up in pairs (preferably male&female) and walk around the classroom and discuss about those sentences. At the end, I will get Ss seated and take some FB without confirming anything yet.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will make Ss read the text but will set a timelimit so they can read it fairly quick. Ss will read and peer-check. I will ask Ss if they got any questions, and will deal with them. Finally, I will give them the ans-key. Then, I will give Ss ex 3, and tell them to read the text again and answer those questions. I will make them do this individually. Later, Ss will peer-check their answers, and eventually take their FB and answer if any questions asked to me. I will write a sentence on the board and explain them how they can guess the meaning of a sentence even if there is a word they don't know the meaning of. I will give Ss ex 4& get them work in different pairs this time and I will check the answers with them afterwards.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will ask Ss if there were anything surprising or interesting to them. Then we will discuss it as a whole class. At the end, I will give them the ex no. 5 and have students discuss in small groups& take a general FB afterwards.