New lesson plan: The mind/ Unusual achievements

Khatereh Tabar

The mind/ Unusual achievements - B2 level

The mind/ Unusual achievements
B2 level

Description

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.

Materials

Class factor comes ambition being rich makes boys competitive girls claims study

Reading and vocabulary handouts- projector- computer- some pictures of men,women and kids

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)

Procedure (40-45 minutes)

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.