Ege Tuna Ege Tuna

Intermediate level


In this lesson students will learn about emotions and elements of human psychology through reading.They will then move on to a productive activity and practice what they learned through speaking.


Main Aims

  • To provide gist, scan and detailed reading practice using a text about basic elements of human psychology in the context of emotions

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of emotions


Warmer/Lead-in (7-9 minutes) • To set lesson context and engage students

T introduces herself. T writes on the board "Name, Age,Job, Likes doing at the weekend" T gives instructions; asks ss to look at the people in the video and make guesses about them under the headings on the board. Then, T asks students to share their ideas about the people in the video in pairs. In feedback T elicits ss' ideas and asks if they do this when they are alone in public. T praises. T then writes "people-watching" on the board. T groups the students and asks them discuss the following questions: "What do you think people watching means? What professions need to be good at people watching? Why? " T monitors and gets feedback. No error correction at this point.

Pre-Reading/ Teaching vocab (5-7 minutes) • To prepare students for the text and make it accessible

T starts off by pairing the ss (A,B,A,B). As sit in the classroom with the words, while Bs run outside and look for the definitions. This activity will be done like a competition. T monitors during the activity. After the matching game, T gives ss the answer key to check their answers. T drills or ask CCQs about some problematic words if necessary before praising and moving on to the next stage.

Pre-Reading/ Reading for gist (4-6 minutes) • To prepare students for the text and make it accessible

T starts off by paring the students.She shows the HOs before distributing them, and gives the instructions: "Look at the example. Match the lines with the correct paragraphs.You can work with your pair. You have 2 minutes." T sets a time limit because she wants to develop their skimming skills. T monitors while they're on the task. After peer checking, t gives the answer key IF necessary. Teacher then praises and moves on to the next stage.

While-Reading/Scanning (7-9 minutes) • To let ss read for specific information

T holds the HOs and gives the instructions before distributing them. "Fold your papers and look at the first part of the worksheet. Work individually and answer the questions." T monitors while they are on the task. T then gives time for peer checking. T sticks the answer key to the board and ask ss to come and check their answers.

While-Reading/Reading for comprehension (6-8 minutes) • To provide students with a more challenging reading task to extend their understanding

T gives students instructions "Look at the second part of your worksheet. There are three headings. Read the text carefully and take notes under the headings." T monitors the students while they're on the task. T then regroups the students and asks them to check their answers. T monitors closely and corrects errors

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

T regroups the ss. T picks one secretary from each group. The secretary takes notes while other group members discuss and speak. T gives the cut outs that include the following questions: "You want to start a charity, and raise money to help people. Answer the questions and present your charity to the class. You can look at your notes. What is your purpose? What kind of techniques would you use? Who would you ask to help you? What is the name of your charity? Design a badge for your charity." If time allows, ss present their charities.

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