New lesson plan: Teaching Practice 4: John Coen

John Coen

Teaching Practice 4: John Coen - Upper Intermediate level

Teaching Practice 4: John Coen
Upper Intermediate level

Description

In this lesson we will be looking at the idea of "Why humans are good?" through the use of a reading text consisting of six paragraphs. The students will have to read for gist to understand the text. The reading text should expose the students to new vocabulary. The lesson will start with a discussion on the title of the text and its meaning.

Materials

Kerr, K. & Jones, C. 2007, Straightforward: upper intermediate student's book, MacMillan

Kerr, K. & Jones, C. 2007, Straightforward: upper intermediate workbook, MacMillan

Scrivener, J., et al. S. 2007, Straightforward: upper intermediate teacher's book, MacMillan

Cambridge dictionary online

Altruism

Kerr, K. & Jones, C. 2007, Straightforward: upper intermediate student's book, MacMillan

Kerr, K. & Jones, C. 2007, Straightforward: upper intermediate workbook, MacMillan

Scrivener, J., et al. S. 2007, Straightforward: upper intermediate teacher's book, MacMillan

Cambridge dictionary online

Altruism

Main Aims

To provide gist reading practice using a text about 'Why are humans good?' in the context of animals, biology, 'prisoner's dilemma', altruism and evolution.

Subsidiary Aims

To provide clarification of new words and their meaning in the context of the text.

Procedure (32-45 minutes)

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

A number of images will be provided and posted on the whiteboard in order to discuss the title of the text. The title of the text will be posted on WB. The students will then be asked to discuss the images to elicit the idea from them.

Pre-Reading/Vocabulary (6-8 minutes) • To prepare students for the text and make it accessible

The text may contain some new vocabulary. I will provide the students with list of possible new words and have them work in pairs to work out the meanings. The class will then work as a group so that all students understand any new vocabulary.

Ex 1 (8-11 minutes) • To provide students with gist and specific information reading task

The students will have the opportunity to discuss the three options in exercise 1, these will be posted on the wall and they will make an initial decision as to which they think is correct. This will be done as a class exercise. The students will then read the text and then in pairs discuss the three options again. The whole class will then discuss the three options.

Ex 2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

The students will re-read the article and then working in pairs will decide which of the sentences 1-6, would be the correct one to add to the end each paragraph. The correct sentence to match paragraph will be marked up onto WB.

Ex 3 (5-9 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask the students to work in pairs and discuss whether they agree with the arguments in the text. Finish with a class discussion on the arguments raised.