CPE – Psychology: Just common sense? (C2 CEFR) 75′

This is a CPE Reading lesson (part 6 -gapped text). I have retyped this whole task (paper)  because I would like to work with specific vocabulary and pronunciation, such as, ‘denounced’, ‘fads’, ‘masquerade’ and ‘fodder’. 

Material:

PPT File: CPE Psychology

CPE Reading Part 6 (gapped text) + answers: CPE 1 Reading Part 6 Test 4 + answers

[Slide 1]

1. Introducing the topic of the lesson

“Psychology: just common sense?”

  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: Check whether students are on the same page.
  • Feedback: only if need be.
  • Steps: The teacher shows the topic of the lesson to ss. 

[Slides 2 & 3]

2. Setting the scene & pre-teaching vocabulary

  • Interaction: T-SS / SS-S / Ss-Ss
  • Timing: 10′
  • Monitoring: The teacher walks around the room, listens to students’ contributions and takes notes. 
  • Feedback: board only relevant items. Focus on vocabulary and pronunciation.
  • Steps: Students are going to discuss the following: 
  • 1) It is said that smiling is the expression that is most recognised in the world. It is also known that it is hard not to smile when somebody else is. Do you happen to know why is that? 
  • Students share with their pairs or trios and then share with the whole group. 
  • 2) After that, students are going to say whether the following sentences are true or false for them (also in pairs or trios)
  • When I am alone, I often hook my index fingers into each side of my mouth to force smiles.
  • I make facial exercises, daily limbering up the muscles of my face.
  • I am always baffled by people’s easiness to make new friends.
  • When there is only silence remnant, I take the opportunity to fall into reveries.
  • I deem that I usually feel safer when people smile at me.

[Slide 4]

3. Pre-Reading (or brainstorming)

  • Interaction: T-SS / SS-SS / Ss-S
  • Timing: 5′
  • Monitoring: The teacher walks around the room, listens to students’ contributions and takes notes. 
  • Feedback: board only relevant items. Focus on vocabulary and pronunciation.
  • Steps: Teacher shows the title of task 06 (which is the title of the lesson) and students brainstorm the following: What lexis are you expecting to find in this newspaper article?

[Slide 5]

4. Reading (skimming)

  • Interaction: T-SS / SS-SS / Ss-S
  • Timing: 15′
  • Monitoring: The teacher walks around the room, listens to students’ contributions and takes notes. 
  • Feedback: board only relevant items. Focus on vocabulary and pronunciation.
  • Steps: Students read the text quickly to check the step before. 
  • After that, students are going to talk about the following word meanings and use them in context. Write 3 sentences that are true for you and 1 that is false. Your peer has to guess which is which.

Denounce

Fad

Fodder

Masquerade

Agony aunts

Indulge

Incline Towards

Deem

Duly

Hearsay

[Slides 6 & 7]

5.Reading (scanning) + checking

  • Interaction: T-SS / SS-SS / Ss-S
  • Timing: 25′
  • Monitoring: The teacher walks around the room, listens to students’ contributions and takes notes. 
  • Feedback: board only relevant items. Focus on vocabulary and pronunciation.
  • Steps: Students read the text individually, do the task and check afterwards.

[Slide 8]

6. Follow-up (1) 

  • Interaction: T-SS / SS-SS / Ss-S
  • Timing: 10′
  • Monitoring: The teacher walks around the room, listens to students’ contributions and takes notes. 
  • Feedback: board onlçy relevant items. Focus on vocabulary and pronunciation.
  • Steps: Students discuss the following: Where do you stand when on the following statement: ‘religion was only created to fodder people’s imagination, and therefore distract them from their daily problems’?

    If you were asked to talk about self-sabotage or masquerade your own problems, what would you say?

    Are you used to (or did you use to) read agony aunts magazines or newspapers? Did it help? Tell us more about it.

    Psychology wise, what would you deem to be the most important thing?

[Slide 9]

7. Follow-up (2) 

  • Interaction: T-SS / SS-SS / Ss-S
  • Timing: 5′
  • Monitoring: The teacher walks around the room, listens to students’ contributions and takes notes. 
  • Feedback: board onlçy relevant items. Focus on vocabulary and pronunciation.
  • Steps: Students discuss the following: To what extent do you agree with Professor Parker’s statement that Psychology is not a science?

[Slide 10]

9. Revisiting the topic

“Psychology: just common sense?”

  • Interaction: T-SS
  • Timing: 2′
  • Monitoring: Check whether students are on the same page.
  • Feedback: only if need be.
  • Steps: Ask the students to list all the vocabulary that was (hopefully) acquired in this lesson. 
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