DELTA Lesson Plan
Intermediate - upper_intermediate level
To provide reading practice using a text published by BBC in context of doodling, memory and concentration
To provide speaking fluency practice in a group discussion in the context of doodling and concentration
Procedure (37-49 minutes)
Before handing out the reading sheets, I am going to put a picture of doodling on the whiteboard and ask the students “what is the picture ?” students may come up with words like painting or drawing (I asked some students in Iran and they were not familiar with the term). Afterwards I am going to put two other pictures of drawing and painting on the board and I want them to match three words (doodling, painting and drawing with three pictures (I am going to demonstrate how to do the task) which probably would be done by them easily. CCQ might be needed to make sure they realize painting is using things like oil, water colour, etc but draw or doodle is with pen or pencil.
At this stage, I am going to get the title out of the article and change it to a question. And the question would be ‘Can doodling help memory recall? Why?’ I am going to ask students the first part of question to have a brief brain storming and after a short while I would come up with the question why? I will probably get some interesting answers which I would write them on the board, both positive and negative. Then I want them to read the article real quick and answer the question and find why, without using dictionary. ICQ: will you talk or read? Read - will you read alone or together? Together - will you use your dictionary? No. I give them 3 minutes and then I’m going to hand out the reading. After the given time I’m going to pair them up and ask them to talk about answer with each other (my hands show the pairs). After less than one minute. I want them to take a look at their previous answers which are on the board and tell me if they were right or not, I would put a check next to right ones and a cross next to wrong ones (according what they say and I’m going to get some students’ agreement on each). Afterwards I want them to tell me any other relevant answers they have found with their partners and I would write them on the board.
This stage is a complimentary stage for previous one, to continue on practicing skills. I’m going to provide students with four sentences(one of them is the quotation which I have already cut it out of the text) not only to work on their scanning but also their comprehension ability. I want them to search through the article and find out if according the text, are these sentences true, false or not given? I’m going to explain if they could find the sentence put T next to it, if the sentence was wrong put F and if the sentence wasn’t there or it was different put NG, while describing I would demonstrate the way of doing the exercise. I’m going to give them 2 minutes to do this task and then they will have the chance of comparing answers with new partners. To give final feedback I’m going to use visual aids like numbers on the board so early finishers can come and put the answer next to numbers. 1. Both groups were asked to write down eight places or names. F 2. Doodlers performed 29% worse than non-doodlers. F 3. Daydreaming distracts people from the task, resulting in poor performance. T 4. When you daydream you may visualize things like buying a new car. NG
There is a heavy load of vocabularies in this article, some can be contextualized, to undrestand the meanings( Recall, Performed, Distract..), some may not play any importany role in reading skills(the name: Applied Cognetive Psychology At this stage I ask students to take a look at highlighted (or bold typed) vocabulary in the article, there are seven of them in the text, and I ask them to match those with alternatives that they have on a piece of paper, which I’m going to give them afterwards. To make sure they understood how to do the task I will demonstrate one as an example. They will have 1 minute to complete the task and then they will check their answers with their partners. Meanwhile, I’m going to attach two sets of cards, one the terms and the other the definitions, I’m going to ask different people to get one card from each set and attach them on the board next to each other. After eliciting the terms by this matching task and getting a visual feedback on the board, students are familiar with vocab. The next step is drilling those terms which is a little tricky as I already have the forms on the board. First I ask them to turn over their papers, and then I detach cards from the board. After detaching each card, I’m going to drill related term one by one for all 7. I'm going to write related phonemic alphabet for each as well. Highlighted terms: 1. Mundane 2. Relatively 3. Temptation 4. (be) Engaged with 5. Absorb 6. diversion 7. Sufficient Given terms and definitions: A. Enough B. To understand C. Boring D. Fairly E. Strong feeling ( one wants sth) F. Enjoyable activity G. fairly
For the last stage of lesson, I’m going to put students in groups of three, people who have not still been in the same group of course, I'm going to give each group one set of question (4 questions on the sheet) and I’m going to ask them start a conversation over given questions using vocabulary and terms which we still have on the board. I would give time 10 minutes to 15 minutes for this task, depending on profile of the class time may differ. (I'm going to use music during the task). ICQ: will you use your own vocab or terms on the board? Terms on the board. After this group work and to wrap the whole lesson up, I’m going to draw a table with two columns on the board and ask students to tell me about their ideas for each column. One column would be’ Distractors when performing a task’ and the other is ‘how to have a better concentration’. Questions: 1. Do you think doodling can help you to be more alert? Why? 2. Why people may have poor performance in some tasks? 3. What is a dull task for you, so you may start daydreaming? 4. How can you improve your concentration?