Canan Sevimel Canan Sevimel

Reading Lesson
Intermediate level


In this lesson the learners will practise a receptive skill, reading, through the text called The Split Brain. The whole class is divided into three major stages: pre-reading, while-reading and post-reading stages. Apart from these, two substages will be included to move the learners from familiarizing them with the topic to some freer exercises.


Main Aims

  • In this lesson the aim is to provide gist, inference and detailed reading practice using a text called The Split Brain in the context of the two hemispheres of the brain..

Subsidiary Aims

  • *To provide clarification of some vocabulary in the context of brain. *To provide speaking practice in the light of the information that is learnt.


Warmer/Lead-in (10-15 minutes) • To set lesson context and engage students

This stage is to engage the students. The teacher writes 'Brain' on the board then asks them to think about the key words to define the brain and its functions. They first think for 30 seconds and when they are done, they come the board and write the brain vocabulary. The video entitled ' ' is played, Before students watch it, the teacher asks them to take notes while watching. Students watch the video. As the next step, s/he writes the question on the board 'Have you learnt anything new about the brain?' 'What are the functions of the hemispheres of the brain?' And tells them to discuss this question in pairs. Later, s/he gets whole class feedback.

Pre-Reading (10-15 minutes) • To prepare students for the text and make it accessible preteaching some vocabulary

Students are given the text and HO1. Time is set.They scan and skim the text without understanding it deeply. Target words are highlighted. They match the words with the definitions and check their answers with their partners. They tell the answers. Teacher gives feedback.

While-Reading 1 (20-25 minutes) • To provide students with less challenging gist and specific information task through T/F Questions

After students get a glimpse of the text via the vocabulary exercise, they are now ready to continue with the next exercise. They are given T/F questions handout and asked to not only decide if the statements are correct, but also provide the correct answers of the wrong ones. Time is set. They do the activity with a partner this time to be motivated more. The teacher monitors them without disturbing much and is ready to help when neccessary. Students can use a dictionary if neccessary. When the time is up, teacher nomites students and they tell the answers one by one. Others share their answers too. Then teacher gives feedback.

While-Reading 2 (20-25 minutes) • To provide students with a more challenging detailed, deduction and inference reading task through reference questions.

This time, students have to read the text much more carefully to answer the reference questions. This stage is important as it comes before the more detailed multiple choice part. They will get prepared for the next section too. Teacher reminds them that they need to read the sentences where the words are used and also the sentences around them carefully. If they have difficulty doing them, teacher does the first one on the board as an example. 15 minutes are given to complete and to check them with a partner. When they finish, they tell the answers. If the answer is wrong, another student is nominated. When the correct answer comes, the teacher writes them on WB for the students to see and understand them well.

While Reading 3 (30-35 minutes) • To provide students with more challenging, intensive reading multiple choice question task.

During this stage, students given 25 minutes to complete the task which is composed of five multiple choice questions. They are allowed to make use of their dictionaries in case of need. When they are done with the given task within the time allocated, they are to work in groups of two and/or three. Following this, the teacher nominates each group to get the answers. While giving the feedback, the teacher asks the students why the other options are wrong to make sure every detail is understood. And he/she explains the wrong options in detail if the students are unable to understand why. This helps them to get rid of the questions marks in their minds.

Post-Reading (15-20 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned through a speaking activity.

After the students finish reading the text and internalize it properly, now it is time for them to produce on the things they have learnt. The teacher makes students work in small groups to exchange their opinions on the questions raised :'Do you use the right or the left brain?'.'Do you think that you use both hemispheres equally?', 'Do you know anyone who uses both hemispheres equally?'. The members of each group answers the questions in turns and the teacher monitors them. Later, each group nominates one member as a spokesperson to share the information his/her group members. Each one of them takes turns to express their ideas. In the end, the teacher asks the students to correct the mistakes in the sentences which the teacher wrote on the board while monitoring them speaking. If neccessary the teacher guides the to find the mistakes if they cannot.

Web site designed by: Nikue