This document outlines a lesson plan for teaching students about coincidences. It includes several activities: 1) having students brainstorm related vocabulary, 2) discussing photos that could inspire speculation about coincidences, 3) doing a dictation activity with pairs of students, 4) reading and discussing texts about coincidences, 5) having students make predictions about coincidence stories based on titles, 6) reading texts in groups and re-telling the stories, and 7) assigning homework about coincidences in students' own lives. It also provides some example resources and explains using a Google Doc to record new vocabulary.

1. Working with Texts – Coincidence
Why:
 This lesson provides work with texts – reading and making notes.
 As Ken Wilson says,coincidences are interesting! He presented the Lincoln/Kennedy coincidences,
amongst lots of other interesting ideas, in the British Council seminar (link here)with a useful
powerpoint presentation http://www.teachingenglish.org.uk/seminars/motivating-unmotivated
 I found some useful stories here: http://www.oddee.com/item_82923.aspx
What I do: 1 and 2 are interchangable as a beginning:
1. I write up the word “Coincidence” and students come to the board and brainstorm connected
vocabulary which they hopefully fill the board with.
2. I put up the “Maried Couple ” photo (with the arrows) to start some speculation.
3. Depending on the agility of the students: a wall dictation of the text in pairs, with quite loud
background music - so they just listen to their partner and don’t write what the other couples are
dictating. Music also helps me to time their turns – swop who writes and who runs with the start
of a new verse. As an alternative I dictate a shorter version of the text.
4. Read and discuss. Feedback and difficult words on one side of the board*
There’s a handout here to use as an alternative to dictation.
5. I write three new titles for reading passages on the board. Students try to guess what coincidences
could be connected with these titles.
6. Depending on numbers of students they read texts in twos or threes. After an allotted time for
vocabulary work* they fold or cover their handout and try to re-tell their story to another one or
two students. When listening to each other they makes notes about the new stories.
7. Feedback and discussion. Then an agreed title for some homework:
Coincidences in your life. Have you ever had any? If you have, explain what happened. If not,
what’s your opinion about coincidences? Do you believe in fate? Do you believe in karma?
*We’ve been using Google Docs Spreadsheets ( https://docs.google.com/ ) with each group.
One student in turn takes responsibilty to record emergent vocabulary during the class and then
copies it all up on a Google Docs Spreadsheet specific to the group and date of the class. The idea
is from Ian James who explains how they work very clearly here
http://tefltecher.wordpress.com/2010/12/09/google-doc-for-emergent-voc/
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