Khatereh Tabar Khatereh Tabar

The mind/ Unusual achievements
B2 level


In this lesson, Ss learn about men and women brain differences. The lesson starts with a discussion about differences in doing things between two genders.It is followed by a gist reading to answer the questions related. Later, there is a detailed and a controlled practice. They are followed by a free practice in the form of speaking. Finally, there is a pair-work of vocabulary matching. If the time allows, there will be a wrap-up discussion about some gender-related sentences.


Main Aims

  • To give Ss practice in the integrated skills of reading for gist and details, and also speaking fluency in the context of two genders.

Subsidiary Aims

  • To introduce vocabulary related to the topic (Brain differences of two genders)


warmer (4-5 minutes) • To get Ss' attention and introduce the lesson.

- Engage the Ss by asking to look at the title and pictures of the reading on the board. - Ask Ss to think if men and women are better at different things.

Pre-Reading/ Lead-in (5-6 minutes) • To prepare Ss for the text and make it accessible.

- Put Ss into pairs and tell them to discuss the questions .Ex.1, page 40. - Give Ss a few minutes to do the activity and check as a whole class.

While-Reading/ Gist (3-4 minutes) • To engage the Ss to go through the text in a quick way.

- Put Ss in pairs. - Introduce the text and give them a few minutes to discuss and a few more minutes to read quickly and check their answers. Ex 2, page 40. - Check the answers as a whole class.

While-Reading/ Detailed reading- Controlled practice (14-15 minutes) • To provide the Ss the opportunity to read the text in a detailed way to find specific information and guess the meanings from context.

Detailed reading - Give the instructions clearly. - Ask Ss to work individually. - Tell them to read the text and underline the sections that give the information. -Ask ICQs to clarify any misunderstanding. - Put Ss in pairs to check their answers. Ex. 3 page 40. Controlled practice - Give the instructions clearly. - Put Ss into pairs. - Explain that guessing meaning from context is an important skill. Ask them to guess the meaning of the given words and phrases from the text. (without dictionary) Ex.4, page 40. - Monitor the class for any possible problems.

Post-Reading/ Speaking- Vocabulary matching- Speaking (14-15 minutes) • To provide Ss with an opportunity to respond to the text and expand on what they've learned.

Speaking - Put Ss in groups (3 or 4). - Allow time to discuss the questions in Ex. 5, page 40. - Make sure they explain their opinions and ask questions. - Monitor and help if you are asked to. Vocabulary - Give clear instructions and pass the hand-outs. - Put Ss in pairs and ask them to match the definitions. Ex.1, page 41. - Elicit or give examples if necessary. - Put the answers on the board (use projector if possible) for students to check. Speaking - Put the sentences (related to gender differences) on the board. - In small groups, get the Ss to discuss the sentences. - Monitor and make sure they are on the right track.

Web site designed by: Nikue