Radhia MEBARKIA Radhia MEBARKIA

The Mind
Upper-Intermediate level

Description

In this lesson, Sts learn about the mind through guided-discovery based on commenting cards about gender gaps on the brain.This is followed by eliciting the meaning of gender gaps as well as clarifying a few essential vocabulary items.Next, the teacher pre-sets questions and tells the Sts that they are going to read a passage but need to predict its title first and decide about the truth of the statements.The step after has to do with the textual inference where the Sts are to set gender gaps on the brain by making the inference to the text about 2 min. After that, the teacher gets the Sts in different sex pairs for discussing and checking the answers.At the coming stage, the teacher encourages Sts to express their agreement or disagreement about their mates' answers, then gets the Sts justify their answers.To check the Sts deeper understanding of the text,i.e. the ability to infer the meaning of words /phrases from the context as well as highlight a particular language point, the teacher sets a guessing task. Sts read again and follow this with peer check and feedback. Finally, the teacher sets up a speaking activity to let the Sts exploit the text and express themselves.

Materials

Abc Discussion Cards
Abc Guessing Meaning (Lexical Inference)
Abc Agree or Disagree (Textual Inference)
Abc True or False
Abc Text
Abc Cards

Main Aims

  • To provide detailed and inference reading practice using a text about gender gaps on the brain in the context of the mind

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of the mind

Procedure

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

To generate interest, the teacher starts the lesson by introducing the topic; this is by asking the Sts to get in female-male pairs to describe/comment the cards to get their interest.

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

This step is to elicit the meaning of gender gaps as well as clarify a few essential vocabulary items, for example mind and brain and ask Sts if they think men and women are naturally better at certain things by getting them in sex pairs to match the sex to which it tends to be better, then the teacher checks the answers as WC. The teacher pre-sets questions and tells the Sts that they are going to read a passage but need to predict its title from the statements. The teacher gets them in sex pairs to discuss the statements as T. or F. for 1 min to predict the content of the passage.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The teacher asks them to read the text about 2 mn and focus on answers to the Initial /previous task to develop their reading skill (at this moment the teacher can give the text after giving the instruction) The teacher tells them that they don’t need to worry about vocabulary problems. To give Sts confidence and allow them to check and discuss their answers together, the teacher gets the Sts in different sex pairs. The teacher gets answers to the questions and encourages others to express their agreement or disagreement, then get the Sts justify their answers. At this stage, It may be indispensable to reread the passage in case of disagreement or no answer.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

To check the Sts deeper understanding of the text,i.e. the ability to infer the meaning of words /phrases from the context or even highlight a particular language point. The teacher sets another task. Sts may discuss questions together and read again to answer the questions and follow this with peer check and feedback.

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

The teacher sets up a role- play in small groups to let the Sts exploit the text and express themselves.

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