Hakan Yildiz Hakan Yildiz

Intermediate B1 level


In this lesson students will be introduced to the word and concept of dilemma. And will focus on reading a specific story about Fiona's Dilemma. However, the story will not be handed out to them, instead they will have to figure out themselves via running and memory exercises.


Abc Answer sheet to the 12 sentences

Main Aims

  • To provide textual cohesion reading practice/receptive skills using a text about Dilemma in the context of New school/life changing experience

Subsidiary Aims

  • To provide fluency speaking practice in a Conversation g/w in the context of Dilemma school


Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

Spend a few minutes with introduction and recalling names of the students. After introducing myself a little, explaining to them about my decision to come to Istanbul. Telling them i had to choose between staying in Denmark and finding a job there after graduating from Denmark, or choosing Istanbul and Celta. Elliciting some ideas about different kinds of dilemmas.

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

Tell students they are going to read about a girl named Fiona and her dilemma. Show the picture and ellicit a few ideas. Put the SS into groups and tell them to discuss what they think Fiona's dilemma is and give each pair a copy of the picture. ICQ to make sure they follow instructions.

Running dictation (15-18 minutes) • To practice receptive skills of the students.

Tell the Ss are going to read to find out more. Tell them they now have a dilemma because the story is cut up in several sentences and hangs on the wall in the library. Arrange them into groups of 4. Tell them that two from each group will run into the library read and memorize sentences and tell them to their group and the group will write the sentence down. Then the next person in the group will run into the library and read and memorize the sentence and run back to tell to the group. If some groups finish early, get them to check with other groups. Stop the whole activity when when the majority have finished and let unfinished pairs get anything they have missed from other Ss.

Reading-ordering (10-15 minutes) • Putting the order into place

Tell Ss they now have Fiona's story and elicit that there's still a problem with it - its not in order and they need to put it in order. Get the groups together to put the story in order. Give time limit with ICQ. Monitor but dont interfere unless Ss seem to need help. Then get finished pairs to check with each other and finally hand out the ans keys.

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

Ask a few questions to check Ss have understood Fiona's dilemma CCQ. Then put them into groups of 3 and tell them to discuss what they think Fiona should do - what question she should ask and why and what she should do when she gets the answer. Monitor but don't interfere. If a group seems to have finished check to see what their solution is - if it is wrong tell them to try again. If it is right dont tell them it is, but send the Ss to compare their ideas with other groups. Finish the activity when most Ss seem to have got a solution - or cant think of one. Take w/c FB - get different groups to compare their ideas. If no one has got it, tell them the solution.

Flexi-stage (5-10 minutes) • speaking activity

If there is time left, get Ss in their groups to discuss the normal kinds of dilemmas Ss have at schools and what they can do about them

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