OMB 311

METHODOLOGY IN THE AREA OF SPECIALIZATION:

READING AND LISTENING SKILLS

VOCABULARY/READING PLAN

EMİNE MELEK ARLI

65740290272

3-C

ANADOLU UNIVERSITY

2010-2011 FALL
 LESSON PLAN

Student teacher: Emine Melek ARLI

Instructor: Aysel BAHÇE

Grade / Level: Upper Intermediate

Number Of The Students: 20

Text book : ---

Date: 28.12.2010

Starting / Ending Time: 09.00 /09.40

Materials: Text, pictures, graphic organizers

Learning Outcomes: By the end of the lesson, students will be able to;
 Use their background knowledge to understand the text.
 Find specific items of information quickly.
 Identify the main idea and other salient features in the text.
 Generalize the text to their own lives and draw conclusions.

VOCABULARY TEACHING
Active Vocabulary: to survive, adolescence, tact, conflict, compromise, valid

Passive Vocabulary: to demand, quarrel, source, proper, scruffy, to admit, to share,

complaint, innate, to defuse
PRE READING

T: Good morning students. How are you today?

Ss:

T: I am fine, thank you. Today, I have two cartoons for you. Would you like to see them?

Ss:

T: ( Teacher sticks the cartoons on the board.) Can you all see clearly?

Ss:

1)

T: Then, let start with the first cartoon. In this cartoon, there are a teenager and his parents.
The parents are holding a book called ‘ Modern Languages’. What can this book be about? Is
it about a language such as English or French?

Ss:

T: Yes, it is about learning how to communicate with teenagers. But, do you think parents
need to educate themselves to speak with their own child?

Ss:

T: Why do you think so? Your parents are those who know you best, aren’t they?
Ss:

T: Now, please look at the second cartoon and try to compare these two cartoons. (Teacher
points to the second cartoon.). Can you describe the picture?

Ss:

T: Well done, the teenager is listening to music loudly but his mother is disturbed and tries to
mute. But not only mother can’t mute the sound of music, but also the teenager can’t mute the
nagging of his mother. Maybe, his mother is saying such things as ‘You are always doing
this!, I have enough of it!, I couldn’t cope with you!’ And the boy doesn’t want to hear such
complaints anymore and says’ Don’t you have a button?’ Can you tell me the difference
between the first cartoon and the second one!

Ss:

T: The parents in the first cartoon are trying to communicate at least. They are searching,
thinking and even eager to take an education on this topic in order to fill the gap between
them and their son. On the other hand, the mother in the second cartoon is totally indifferent.
Which category do your parents belong to?

Ss:

T: (After a few students say their opinions, teacher gives out the text to the students.) Please
look at the title of the text. What is it?

Ss: (Teenagers and how to survive them.)

T: I will give you ‘ABC Brainstorming’ charts. (Teacher gives one chart to two students.)
Please work in pairs. By looking at the title try to predict related words with the text and write
them on the chart. It can be any type of vocabulary such as noun, verb, adjective or adverb.
For example, you can write ‘parents’ beginning with the ‘p’ letter and ‘share’ beginning with
the ‘s’ letter. But please do not read the text while completing the chart. Just try to predict.
You have five minutes. Is it clear?

Ss:

T: Then, you can start.

Ss:

T: ( 5 minutes later) Has everybody finished?

Ss:

T: Can you say your words beginning with ‘a’?

Ss:

T: (Teacher lists all the words from ‘a’ to ‘z’ on the board.) Please, read the text to find out if
there are any of these words in the text. You have two minutes.

Ss:

T: Let check the answers.

ABC Brainstorming

Topic: Teenagers and how to survive them.

Adolescence, age, G M Student, source,

admit, scruffy, share,
school, skill, solution
B H Need Tact,
homecoming
Compromise, I O Uneasily
complaint, conflict, Innate,
children
Demand(n), J Proper, Valid,
demand(v), difficulty
Eagerly K Quarrel, W

Family, Learn, lifestyle Recommend, XYZ

(The answers should match the table.)

Rationale: This activity is a good way to measure their word knowledge about a specific
topic. Also, we can see if they can remember the words when they need. If they can
remember, it means that they use these words actively. If they are successful in this activity, it
means that, they will be able to understand the text easily. If they are not, teacher allocates
more time to vocabulary teaching.

DURING READING:

T: Read the text more carefully to answer the following comprehension questions.

Comprehension Questions:

1) Why does Jane Ashby give this course? ( Explicit)

- Because she believes that caring for teenagers demands special tactics.
2) What are the recommendations of Mrs Ashby for quarrels arising in families?
( Explicit)
- She suggests that parents talk to teenagers properly and give children clear reasons
for their demands. And conflicts should be discussed in an ordered, unemotional
way.
3) What are the difficulties of teaching parents? ( Explicit)
-Parents often have little time and energy, and teaching them requires lots of tact.

4) What is the correlation between the course name and the participation

rate? ( Implicit)

- The more positive expressions the name includes, the higher the participation rate
is.

5) What is the overall impression of parents attending this course? ( Explicit)

-They like the course in general.

6) Why do these parents need to attend such a course? ( Implicit)

- Because, they have problems with their teenage children and they can

not solve them on their own.

Activity 2:

T: Complete the following sentences according to the text.

1) You need skills for adolescence at thirty-eight

because…………………………………………………………………..
2) Differences in lifestyle between parents and
teenagers……………………………………………………………………
3) Parents’ having limited time and energy
is……………………………………………………………….
4) Talking to teenagers like little
children………………………………………………………………
5) The participation to the first course of Mrs Ashby was little,
because………………………………………………………………
6) Parents’ demands on the teenagers………………………………………...
so that ……………………………………………………. .
7) This student parents class is student centered in
which……………………………………………………………………..
Answer Key:
1) Caring for teenagers demands special tactics.
2) Cause angry quarrels.
3) One of the difficulties of teaching parents.
4) Is not recommended by Mrs Ashby.
5) Mrs Ashby did not make a proper request.
6) Should be clearly explained so that a potentially explosive situation could be
prevented.
7) Parents share their own solutions to the problems and teacher acts as an assistant.

Rationale: In this activity, students need to paraphrase the information they get from the text.
The success of the teaching process can be seen clearly by looking at the number of correct
answers. Because they need to understand the text well to do this activity. Also, it is a good
way to see the grammar proficiency of the students. For example, if a student does not know
the use of ‘because, so that or in which’, he/she can’t probably complete the sentence
correctly.

POST READING:
T: We have learnt many things about our text, haven’t we? What are your opinions about the
text?

Ss:

T: Is it an interesting text? Are the questions easy or difficult?

Ss:
 T: I would like you to form groups of four. ( Teacher waits for students to make up the groups
and if necessary she/he can help. Then, she gives out the problem-solution chart to each
group.) Decide on a problem which causes a conflict between you and your parents. It can be
about clothes, life styles, education. Find possible solutions to these problems. But while
finding the solutions, please think of the consequences, pros and cons and value of the
solution. And at the end, you will reach the best solution. The chart which I gave you is the
skeleton of the activity. Your duty is to fill the chart. You have ten minutes. Good luck!

The Problem:

Consequences Pro Value

Possible Solutions What will happen if I adopt or How important is the
this solution? Con? consequence? Why?

The Best Solution: