Ahmed Adel Ahmed Adel

Week 6 - S2
Upper-Intermediate level


In this lesson, students learn skimming and scanning texts as well as taking notes and explaining what they have read.


Abc Coloured Markers
Abc PowerPoint Presentation
Abc SB
Abc Smart Board
Abc White Board
Abc HO1
Abc Kahoot

Main Aims

  • To provide gist and scan reading practice using texts about gender development in the context of gender roles in different cultures

Subsidiary Aims

  • To provide process writing practice of taking notes in the context of gender roles in different cultures


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

Greet SS and take attendance. Show them photos of different gender roles: a man helping his wife, another ignoring his wife's burdens, a third doing the house chores while his wife sits and watches, etc. Let SS discuss their perspectives of the photos. Are these photos funny, realistic, annoying, etc? Ask: What do these photos tell you about today's lesson? Any idea? Elicit: gender roles in different cultures.

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

Show SS the table in 2.1a p. 84 (A survey of the working population in the US). Divide them into groups of 5. They should discuss the table and comment on the percentages they find interesting/shocking/etc. Ex: It can be noticed from the percentages that women are gaining more power over the years. Give them 5 minutes to read, discuss and express their thoughts. Choose a representative or two from each group to present their ideas. Welcome any comment from other groups. Now, tell SS that they are going to read texts about differences in gender roles in different cultures. Pre-teach vocabulary first. Give them HO1 to match the words to their meanings. They work in pairs. Give them 5 minutes. Show answers on the screen.

While-Reading #1 (12-14 minutes) • To provide students with less challenging gist and specific information reading tasks

Remind SS of the ways of taking notes ( Unit 3, 6.1a p. 45). Let them have a look for 1 minute. Nominate some students randomly to say which way is their best one and why. SS open pp. 85-86. They skim both texts to identify the main points relevant to the essay title. ‘Do we, as individuals, behave in a certain way because we “were born that way” or do we behave that way because our environment “taught” us to be have that way?’ Discuss this ‘nature’ vs ‘nurture’ debate. They make brief notes so that they can report back to their partner what they have read. Give them 7 minutes. When finished, let them sit in pairs to report what they have read. Give them 3 minutes.

While-Reading #2 (18-20 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Ex. 2.3 SS scan the texts and identify the text and section where you can find the examples. They summarise the information they find in a brief note. Give them 15 minutes. ICQs: Are you reading quickly or slowly? Slowly. How many tasks should you do? Two. What are they? Identify text & section / Summarise info in a note Will you work individually or in pairs? Individually. Play some soft music in the background. When finished, SS check in pairs. After that, display suggested answers on the screen.

Post-Reading (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learnt

SS draw some cards randomly and find their new partner. They are to work in pairs at the end of this task. Ex. 3.1a Student A is to look at text 1 and Student B is to look at text 2. Each, separately, should underline any words and phrases used in the text to compare and contrast roles. For example: Sons were more highly valued than daughters. Give them 3 minutes. ICQs: Are reading quickly or slowly? Quickly. What words will you underline? Compare and contrast roles. How many minutes do you have? Three. Are you working individually or in pairs? Individually. Monitor discreetly and offer help if needed. Ex. 3.1b Students make brief notes on the following topics: Text 1: production tasks, personal relationships and childhood play. Text 2: traditional Chinses, traditional Mexican-American and African-American families. Give them 6 minutes. Tell them they are free to use any way of taking notes they find convenient. When finished, students work in pairs. They use their notes to explain to their partner what they have learnt from their reading. Randomly select pairs to explain what their partner reported.

Follow-up (12-14 minutes) • To give students a further task for in-class practice

Show SS two photos: one in which two people/animals/ etc are somewhat different and one in which they are completely different (for example slightly taller / a bit taller, etc). Ask them: Are they similar or different? Elicit: Different. Ask: Is the degree in difference the same? Elicit: No. Ask: What do you conclude? Elicit: We can use some adjectives/adverbs to indicate the degree of similarity/difference. Ex. 4.1 Students now sit in groups of 5. Tell them they are going to play a Kahoot. They need to choose the correct answer as fast as they can. When finished, SS work in pairs to answer ex. 4.2. Tell them there may be more than one possible answer. Give them 6 minutes. SS check with other pairs. Show answers on the screen and check if they have other correct options. Tip: Ex. 4.2 can be given as an assignment if time is not enough.

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