Kadir Yenidogan Kadir Yenidogan

Language Analysis 2
Upper-Intermediate B2 level


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.


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


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.

Web site designed by: Nikue