8/8/2019 Lesson Plan 1 - Reading
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LESSON PLAN 1
Teacher: Magdalena Chyliska
Class: 1 A (group 1)
Course Book: Matura Success.
Level: Pre-Intermediate
Time: 45 minutes (7:40 8:25)
Date: 19.04.2010
Topic: Was Fred Flintstone a vegetarian?
Timetable fit: At the previous lesson teacher introduced the
topic of food and the grammar of countable and uncountable nouns.
At home students were about to look through the text: WasFred
Flintstone a vegetarian? from page 53 and underline the words which
they dont understand.
Assumption: Students know the text.
STUDENTS AIMS:
- to improve Ss reading skills: skimming, reading for detailed
information;- learn new vocabulary: types of diets and lifestyles
(vegetarian, vegan, meat lover), healthy and unhealthy food;
- to practise talking about eating habits (Vegetarians dont eat
meat. / I like coffee with cream.)
- practise listening for gist and for details;
TEACHERS AIMS:
- give clear instructions;
- manage time according to the lesson plan;
- practise eliciting;
- reduce TTT;
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8/8/2019 Lesson Plan 1 - Reading
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STAGE TIME PROCEDURE SPECYFIC AIMSANTICIPATED PROBLEMS AND
SOLUTIONSINTERACTION
TYPEAIDS
Check-up 3 min.1. T. greets Ss. and checks the attendance; - to
check attendance; Ss may be late; - T. marks their
presence and continues the lesson;T - wholeclass;
-
Warm-up 7 min
1. Ss. play a memory game (THE ALPHABET GAME);- T. tells Ss that
they must listen to each other carefully; T.starts by saying: I
went to the market and I bought... anapple T. asks S. to repeat the
whole phrase.- T. continues giving instructions: Next S. repeats
what thefirst person said and adds something that starts with the
nextletter of alphabet, I went to the market and I bought anapple
and... some bread.- The game continues with each S. repeating what
previousone said and adding next item to the shopping list;
- to review countable anduncountable food items;
Ss. may have problems with findingfood items and wrongly use
a/an/some;- T. allows Ss to help each other tothink of new
foodstuffs and elicit somecorrections with the use of
a/an/somewhere necessary;
1. T - wholeclass;
blackboard;
Pre-reading 5 min.
1. T. asks Ss to open their books on p. 52 and ask Ss. if
theyhave done their homework;2. If Ss. didnt read the text, T. asks
them to skim it; If Ss.have read the text, they can now ask about
the vocabularywhich they couldnt understand;3. T. asks one S. to
read aloud the sentences from ex. 2 / 52;4. Ss. decide which of the
sentences best summarise thecontent of the text;5. Ss. share their
opinion with the T. and other Ss.;
- to arouse Ss interest;- to help Ss. approach thetext in a more
meaningfuland purposeful way;
- Ss. did not read the text at home; T.gives them additional
time to findwords which they dont know;- Ss. might not know the
answer; - T.asks them which sentences aredefinitely wrong. After
eliminating theincorrect Ss. be left with the correctone;
1. T wholeclass;
StudentsBook, p. 52exercise 2
While-reading
(Skimming) 3 min.
1. T. asks Ss. to look at paragraphs 1 and 3 and decide on
themain point of each;2. T. asks Ss. to read the two paragraphs
from ex. 3 / 52; and
in pairs decide which is missing from the text;3. T. elicits why
paragraph A is incorrect;
- to help Ss. approach thetext in a more meaningfuland
purposeful way;
- to help Ss. developreading strategies(skimming);
- Ss. might not know the answer; - T.asks them which of the
sentences isdefinitely the wrong one; Ss. will
eliminate the incorrect sentences andfind the correct one;
1. T - wholeclass;2. Pair work;
StudentsBook, p. 52exercise 3
While-reading(Multiplechoice)
10 min.
1. T. asks Ss. to do the multiple choice activity
individually;2. Ss. read the text carefully and mark their
answer;3. Ss. compare their answers in pairs;4. T. asks individual
S. to read out their answers;
- to lead Ss. to a deeperanalysis of the text anddecode
problematic textpassages,- to explain new words;
- Ss. have problem with finding thecorrect answer to particular
question; -
T. tries to elicit answers from other Ss.or eventually gives the
answer on herown;
1. Individualwork;2. Pair work;3. T. wholeclass;
StudentsBook, p. 53exercise 4
Post-reading(Listening for
gist)
6 min.
1. T. asks Ss. to look at ex. 5;2. Ss. listen to four speakers
talking about their diets; Theirtask is to match the speakers with
their diets (a-d);3. Ss. do the exercise individually, than T.
checks the answerswith class;
- to give Ss. controlledpractice in using thetarget language;-
to practice listening forgist;
- Ss. may have problems with matchingthe speakers with their
diets; - T. triesto elicit correct answers from other Ss.or gives
hints;
1. T - wholeclass;2. Individualwork;
StudentsBook, p. 53exercise 5;CD
Post-reading(Listening for
specificinformation)
11 min.
1. T. ask Ss. to read the statements (1-8) from ex. 6;2. T.
checks if Ss. understand all words (asks questions likeex. Do you
know what filling means?);Ss. ask questions about the words which
they dont know;3. Ss. listen to the recording again and match the
speakerswith statements which they made;5. T. check the answers
with the class;
- to give Ss. more practicein using the language;- to practice
listening forspecific information;
- Ss. may have problems with matchingthe speakers with the
statements; - T.elicits the answer from other Ss or givehints;
1. Individualwork;2. Pair work;3. T - wholeclass
StudentsBook, p. 53exercise 6;CD
If time
5 i
1. Ss. discuss questions from ex. 7/ 53 with the whole class;2.
T. asks questions like:What do you think about being a
vegetarian?
Do you know somebody who is a vegan?
- to sum up the lesson;- get the feedback;
- There might be no vegetarians in theclass; - T. asks different
questions (seep. 2 in PROCEDURE);
1. T. Ss; StudentsBook, p. 53exercise 7
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