Deren Dogan Deren Dogan

Deren Dogan TP-4
Upper-Intermediate level


The main aim of the lesson is reading, that is why the context, which is "Civil Rights Movement", will be provided from the reading text. And the sub-aim is teaching vocabulary.


Main Aims

  • To provide scan and detailed reading practice using a text about 'Civil Rights Movement'

Subsidiary Aims

  • To provide clarification and practice of the words related with human rights in the context of 'Civil Right Movement'


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

-Some questions will be asked to familiarize Ss with the context. Qs: 1.Are there any times when you think it is acceptable to break a law?, or Do you ever think that sometimes breaking a law is acceptable? 2. Is it acceptable if some people in society are treated differently from others? For example, If women have some privileges that noone else has, or the other way around. (e.g they are the only ones who can learn foreign languages.) 3. Imagine that you strongly disagree with something done by the government. How would you protest in a peaceful way? (A march, a public meeting, posters, going on hunger strike, boycotting, etc.) -Write "Civil Rights Movement" on the board. -Ask Ss if they know what it means. (political movements for equality before the law). -Tell Ss that today topic is Civil Rights Movement.

Pre-Reading (5-8 minutes) • To prepare students for the text and make it accessible

-Before reading, Ss will receive a word-matching worksheet. They will be exposed to some key words to be able to understand the text. -Ss will work in pairs to match the meanings with the words. -Answers will be checked in pairs with the answer key, and Ss will explain each other why they have chosen the words. -If there is a word Ss can't understand, then it will be explained to WC.

While-Reading #1 (5-7 minutes) • To provide students with less challenging specific information reading task

-Ss will start the reading exercises. First, they will be told to read the questions for key words, and check the magazine page for them to find the answers easily. -Then, Ss will scan the reading quickly in 3 minutes to find the answers to the questions in reading ex.1. -In pairs, Ss will check their answers with the answer key. After peer correction, if there is still some confusion, then other students will be asked to explain the answers to their peers.

While-Reading #2 (7-10 minutes) • To provide students with more challenging detailed, deduction and inference reading task

-Ss will read the magazine page again, and decide which sentences are true or false. They need to give reasons for their answers. -First, they will work indivudually, then they will check their answers in pairs. Finally, WC feedback will be given.

Vocabulary Development (5-10 minutes) • To practice some key vocabulary

-Ss will perform reading ex.3. They will use the highlighted words or phrases in the magazine page. They will have been exposed some of the words in pre-teach vocabulary. -Explain that guessing from context will increase their reading speed. -It will be checked in pairs with the answer key. -Another vocabulary exercise will be given from the workbook. 1.Ss will be divided into 4 groups (depending on the whole class number). 2.They will be handed 2 words for each group. 3.There will be headlines sticked on WB with one missing word. 4. Ss will be asked to place the correct word on the empty place in the headline. 5.First group that finishes will win.

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

-Ss will be asked to think about a courageous person in the history of their country for a minute. They may take notes as a reminder. -Then, they will be divided into groups. -Finally, they will be asked to explain who the person is, and why she or he is courageous, in their groups. -If there is enough time, a person from each group will explain who they talked about.

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