LESSON PLAN

Name/Surname: Pnar AHN- Suna KIYAK

Institution/ Context of language teaching: Metu Department of Basic English
Material (Course-book/ Unit) Used: www.dbe.off-line.readings2, Unit 2/ Reading 2
Lesson Focus: Reading
Learners previous knowledge:
- Skimming
-Reading for main ideas and specific information
-Writing counter arguments/refutations and writing pro arguments
Learner profile (Age + Proficiency level/ Number of students):
There are 28 students in total. They are all prep school students from different departments. (age range 19 22)
They are at the proficiency level of advanced in English. They are willing to talk in the class. Some of the
students have experiences abroad.
Anticipated problems & Remedies during Teaching:
Problem: There might be some technical problems with the Internet connection.
Remedy: The visuals T will use will be uploaded in a USB therefore internet connection will not effect the flow
of the lesson.

Goal of your lesson:

By the end of the lesson, the Ss will have actively and cooperatively analyzed an academic text utilizing their
reading for main ideas, speaking, writing skills, and critical thinking skills
Objectives:
By the end of the lesson, students will have
i.
practiced speaking to share ideas throughout the lesson
ii.
practiced skimming and scanning;
iii.
analyzed the text in depth;
iv.
engaged in critical thinking.
v.
practiced writing pro &cons skills

Lesson Plan, 1

TimeAllocated

Stage

Procedure
What do the teacher and the students do?

Aids
Other than
courseboo
k

Interaction
Pattern
T> Ss / S>Ss/ S>
T
Group/ Pair/
Whole class/
Individual

Rationale
&
Justification

Lesson Plan, 2

- T greets the students when she comes to the class and

she says that they are going to discuss something very
popular nowadays.
- First, T wants the students to pair up with the person
sitting next to them and asks them to discuss the following
question for 15 or 20 seconds with their partners by
referring to the pictures on the PPT or getting inspiration
from them and taking some notes:

PPT
prepared by
the teacher

Pair Work

Students will be engaged

in the current topic by
discussing it in the
beginning, which also
fosters their critical
thinking.

1) What comes to your mind when we say extreme or

extreme sports?
PreReading

20

- When the time is up, T says that they will draw a concept
map together with the help of the data coming from their
discussion.
Then pairs share their ideas one by one and meanwhile the
teacher or a student assigned by the teacher draws the
concept map on the board. (Ss are expected to say
dangerous, exciting, some specific sports names).
- After eliciting expected answers from the students and
finishing the concept map, T says that they will watch a
video on what they have talked while drawing the concept
map, and asks them to focus on which sports they see on
the video. Also, Ss are expected to take notes.
- After the video, T elicits the answers from the Ss. Also,
she asks some extra questions related to the video, such
as:
1) Which one seems the hardest?
2) Which one seems the most dangerous?

Projector
-A Laptop PC
& a Media
Player
compatible
with wmv.
files

Whole Class

Individual

Activate students schemata

and prior knowledge before
they read the text to make it
easier for them to
understand it.

T prepares students to the

text with the visuals, which
attracts their attention.

Lesson Plan, 3

*** Say, Do we all agree that extreme sports are

dangerous? Now, it is time to have a look at different
perspectives on this issue.
- Move to Glancing at the Text part: T says that they are
going to look at a text individually, and try to capture the
main idea in 2 minutes. T distributes the text. When the
time is up T elicits answers from the students by asking
proof of their ideas.

55
While
Reading

------------------------------------------------------------------------------------------ After eliciting the main idea or ideas of the text from the
students, T says that they will read the text in more detail
and answer the related questions individually now. T sets
the time limitation as 20 minutes, and distributes the
activities.
- When the time is up, T checks the answers in a whole
class discussion with the help of PPT.
- When the questions are done, T says : Now, it is time for
a competition. You will see some questions on the PPT. You
will have only a minute to find the answer in the book.
When the time is up, you will raise your answers written on
a piece of paper. You will get 10 points for each correct
answer. To do this, you have to work cooperatively in groups
of 4.
- T distributes some pictures to the students. Ss who have
the same pictures will come together and form groups. T
sets the time limit as a minute.
- When the students are ready, the competition starts with
the help of PPT under the control of teacher.

The reading
text
(Appendix
A)

Implicitly explain the

concept of extreme sports to
the Ss to prepare them for
the next activity, which is
reading.

Ss are given a second

chance to read the text
again.

Comprehension check

Individual

Individual
PPT
prepared by
the teacher

Task-sheets
(See
Appendix B)

Group work

Lesson Plan, 4

Post
Reading

25

- T starts with the instructions and tells students that they

will be asked to take into consideration the sports shown in
the video they watched and the concept map they drew in
the beginning of the class, and write an expository
paragraph explaining pros and cons of extreme sports in
180-220 words.

Task Sheets
(Appendix C)

Individual
and
pair work

The activity
- links the pre reading and the
post reading activities.
- Makes the pre reading
activity more meaningful
- integrates writing into
reading
(Assign this if there is no time
left)

Lesson Plan, 5

Lesson Plan, 6

Contingency Plan (In case you finish early):

T will pair up students. Ss will give feedback to their partners outlines.
Homework if any:
Assign p. 148: Vocab. and Reference Words

Appendices:

Lesson Plan, 7