Name: ​

Meryem Ömre AKYÜZ - 3 July 2018 - TP3

Main Aims
● To provide practice in reading for gist and reading for specific information in the context of Mozart’s music and its effects on people ✅

Subsidiary Aims
● To provide speaking practice in relation to students’ own reflections and ideas in the context of an interview on the effects of music ✅

Background
Class Profile
The level of the students is A2/B1 (pre-intermediate). The age of the students range from 20 to 60. Thus, there are members of different generations:
The Baby Boomers, Generation Jones, X and Y, rendering the class a colorful one. The mother tongue of most of the students is Turkish. However, there
are also two students whose ​second​language is Turkish and they are in this class for improving their third language.
The students are energetic and willing to co-operate both with their teacher and their peers. They like to express their opinions as well as hear about the
others’. ✅
Assumptions
I assume that the students are familiar with reading for general understanding and reading for details. I believe that this will make it easier for them to
focus on details for the closed-ended judgement task. I believe that the students will successfully complete the activities and provide peer-feedback,
which is a feedback technique to which they started to get used. ✅
Personal Aims
I aim to conduct my lesson with more realistic time limits, thus allocate more time for free practice and provide clearer instructions as well as checking
them with ICQs. I also aim to keep the lesson student-centered and convey the meaning of the blocking vocabulary without making it the center of the
lesson. ✅
Timetable Fit
This lesson starts at 10.00 a.m. and lasts for 45 minutes on Wednesday, July 3rd. It is a continuation of a lexis lesson whose context was the achievements
of a famous musician, Shakira and which ended with a speaking activity about the students’ own achievements in life. The previous lesson primes the
context of music and it is oriented into classical music, a more specific type and while providing specific information about the effects of music, the lesson
allows the students to connect the context with their opinions and feelings of the context. Thus, the context will be relevant and the reconstruction of
the content of the lesson will be meaningful. ✅
Anticipated Problems & Solutions
● Problem #1: Ss may find it difficult to grasp the different feelings expressed in the emojis during the matching exercise.
o Solution: Make Ss peer-check their answers before WC feedback, giving them the chance to negotiate meaning both with their peer and
the whole class. Use CCQs for “awake” or convey its meaning through miming it after “sleepy”, mime “calm” with breathing deeply.
● Problem #2: Ss may mispronounce the name “Don Campbell” mentioned in the text.
o Solution: Model the language and drill, write the name on the WB and circle the letter “p” as it is a silent letter.
● Problem #3: The sound of the video and the audio recording to be listened during the lesson may be too loud.
o Solution: Set the volume to a low level before the lesson and increase it if necessary as there is no verbal input and it is easier to turn up
the volume than to try to turn it down. ✅

Materials
● The short version of the video of Fazıl Say playing Turkish March (Original video was retrieved from:
https://www.youtube.com/watch?v=fzQbI58BzBo​)
● The New Total English Students’ Book Audio 1.12
● Handout 1 (Adapted from Crace, A., Acklam, R. ​New Total English Pre-Intermediate Students’ Book​, 24)
● The reading text: The Mozart Effect® (Adapted from Crace, A., Acklam, R. ​New Total English Pre-Intermediate Students’ Book​
, 24)
● Handout 2 (Adapted from Crace, A., Acklam, R. ​New Total English Pre-Intermediate Students’ Book​, 24)
● Handout 3 (Adapted from Crace, A., Acklam, R. ​New Total English Pre-Intermediate Students’ Book​, 24)

Please see the following page for the lesson procedure.

 Interacti
Stage Procedure Materials on Time Comments
Pattern

Lead-in 1. Ask the students about what they did the previous day and what - The video of T -> S 3-5
To set the the topic was. Fazıl Say S -> T min.
context and 2. Tell them that they will find out about the day’s topic through the playing “The S -> S (PW)
activate the video they will watch. Turkish March S -> T
background of 3. Ask them to watch the video carefully and discuss the questions in by Mozart”
the students Handout 1 in pairs. - Copies of
4. Hand out the questions- 1 per each pair. Handout 1
5. Play the video. - A projector
6. Give students 1 minute to answer the questions. - Speakers
7. Elicit answers. - A computer
8. Ask Ss about whom the topic is. Elicit answers.

Pre-reading STEP 1 - Audio 1.12 T -> S 5-7

To provide 1. Tell Ss that they will listen to three different pieces from Mozart - Copies of S -> S (PW) min.
vocabulary that is and they will think about how each piece makes them feel. Handout 1 S -> T
crucial for the 2. Show the handout and tell them that they need to put a tick in the - A projector
reading boxes that feel right to them in Part 2 of Handout. Use ICQs: - Speakers
- Can I tick one box if I want to? [Yes.] - A computer
- Can I tick more boxes if I want to? [Yes.]
3. Play the video.
4. Put Ss into pairs and ask them to discuss the answers.

STEP 2
1. Ask​​Ss to move onto Part 3 of the handout and match the emojis T -> S
with the adjectives in pairs. S -> S (PW)
2. Ask Ss to compare their answers with another pair. Ss -> Ss
3. Elicit answers. S -> T
4. Check the meaning.
 Likely words that require attention:
- awake: Mime “sleepy” first. Then, open your eyes widely and look
around quickly to show that you are awake.
- calm: Mime that you are panicked. Take a few deep breaths and
elicit the word.
5. Drill the words.

While-reading STEP 1: Reading for gist - Copies of the T -> S 15-20

To provide 1. Tell Ss that they will read a text about a book on Mozart and it is text S -> S (PW) min.
practice in about the effects of Mozart’s music. - Copies of S -> T
reading for gist 2. Tell Ss that the text has three parts, they will read the text quickly Handout 2
and reading for first match these parts with the titles in Exercise 1.
3. Tell Ss that they have 3 minutes.
specific
4. Give the second HO.
information in 5. Make Ss peer-check their answers.
the context of 6. Elicit answers.
Mozart’s music
and its effects on STEP 2: Reading for specific information
people 1. Tell Ss that they will do a true/false activity about the text.
2. Ask them to write ‘T’ for true, ‘F’ for false and ‘NG’ for the
information that is not given in the text.
ICQs:
-Will I do the activity alone? [Yes.]
-What will I write if there is no information? [NG]
3. Tell the students that if the sentence is false, they are to write the
reason on the right side.
ICQs:
- Will I write anything here (showing the ‘why’ section)
if the sentence is true? [No.]
- Will I write anything here if the sentence is false? [Yes.]
- What will I write here? [e.g. The reason, ‘why’ etc.]
 4. Give them 5 minutes for completing the task.
5. Make Ss peer-check their answers.
6. Elicit answers. Give FB to WC.

Post-reading 1. Tell Ss that they will ask the questions on the handout (showing the - Copies of T -> S 12-15
To provide handout to Ss) to two of their friends and note down the answers. Handout 3 S -> Ss min.
speaking 2. Tell them to remember to write the names of their friends to the S -> T
practice in ‘name’ section.
3. Give 10 minutes for the task.
relation to
4. When the Ss finish the activity, ask if there is anything interesting
students’ own that they have found out.
reflections and
ideas in the
context of an
interview on
the effects of
music