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Lesson Plan Week 6 PDP Reading

This lesson plan aims to teach intermediate students about learning styles. The teacher will begin by activating prior knowledge about how students like to learn. Key vocabulary will then be previewed to aid comprehension of the reading. Students will work in pairs to read the text for general ideas and specific details. A true/false activity will check understanding. Students will discuss in pairs the benefits of understanding learning styles and sharing experiences of overcoming learning challenges. The lesson allows opportunities for peer teaching and allocates time among stages to help the teacher's development.

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462 views

Lesson Plan Week 6 PDP Reading

This lesson plan aims to teach intermediate students about learning styles. The teacher will begin by activating prior knowledge about how students like to learn. Key vocabulary will then be previewed to aid comprehension of the reading. Students will work in pairs to read the text for general ideas and specific details. A true/false activity will check understanding. Students will discuss in pairs the benefits of understanding learning styles and sharing experiences of overcoming learning challenges. The lesson allows opportunities for peer teaching and allocates time among stages to help the teacher's development.

Uploaded by

api-272061641
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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SIT TESOL Certificate Course Lesson Plan Form

Teachers Name:

Andrew Jude St-Fleur

Action Points from previous teaching:


(Based on your own reflection, and feedback from
trainers and peers, what are two things that you will
try to do in this lesson to help your own learning as a
teacher?)
What skill and content are you teaching? (Check
the main lesson focus; also provide details / list of
items)
Culture
Grammar/Vocabulary
Speaking
Listening
Reading
Writing

Level:
1.
2.
3.

Intermediate

# of Students:

25

Date:

11/3/2014

Allocating time among stages


Give opportunities for peer teaching
Remember Mini PDP (set-do-close)

Learning Styles
Interchange 3 , 3rd edition Cambridge page 55

Main Objectives:
(What do you want the Ss to be able to do in the
final During task, to demonstrate their
comprehension)

SWBAT: identify 3-4 important details while reading a text about learning styles in order to find out about their learning style
and discuss the best ways to learn with a partner.

Assumptions:
(What do your students already know what can they
already do in relation to todays lesson?)

Students can understand most of the vocabulary

Challenges/Opportunities for Teaching:


(What will be new for your students? What aspects
of the lesson do you anticipate they might find
challenging / difficult?)

Students may not know some of the vocabulary

Solutions for challenges:


(How will you avoid and/or address these problem
areas in your lesson?)

Pre-teach unfamiliar words or phrases during the Pre phase.

Assessment:
(How will you assess to see that Ss are ready to
move on to the next stages of the lesson or have
reached the final learning objective?)

I will hear their answers during the group check

-1-

SIT TESOL Certificate Course Lesson Plan Form

Time

Framework
PDP
And stage objectives
(example: activate
schema, pre-teach
vocab, gist, outline,
specific details)
PRE
Activate Schema

Activity, Procedure/Steps- describe the essence of the activity


What will the Teacher say/do? What will the ss hopefully say and do?

1.

Activity or task: Pair discussion

Teacher: -Post question for pair discussion


What is something you want to learn and how
do you plan on learning it?
- Model The activity
- After the pair and share, asks volunteers to
share with the class

Students:
In pairs students discuss the question

2. Activity or task: Clarify meaning of vocabulary/phrases


PRE
Pre-teach Vocabulary

Teacher:- Pass out paper with vocabulary and


pictures
-Instruct students to match the words with the
pictures and then compare with a partner.
-Group Check with quick vocabulary in context
examples

Students:
Match vocabulary with pictures
Compare with a partner
Give example of vocabulary in context

3. Activity or task: Reading for the general idea


During 1
Gist
Teacher:
-Instruct students to read for 30 seconds to find
out the general idea of the text and to discuss
with a partner
-Group check

Students:
Students read for Gist
Compare with a partner

-2-

Focus: S;
S-S; T; T-S

Materials/Aids
VAKT

SIT TESOL Certificate Course Lesson Plan Form


5

During 2
Scanning

4. Activity or task: Reading for specific details


Teacher:-Instruct students to find how many
learning styles are mentioned in the text and to
name them
-Group check

10

During 3
Specific Details

5. Activity or task: True or False activity

Teacher:-Pass out paper


-Instruct students to read the text and select
true or false then compare with a partner
-Group check

During 4
Comprehension

Post
Discussion

Students:
Students will read the text and select true or
false
-compare with a partner
-group check

6. Activity or task: Discussion

Teacher: -post question on the board What are


the benefits of knowing your learning style?
-Instruct students to discuss the question with a
partner
-group check
5

Student:
Students will scan the text to find out how many
learning styles are mentioned in the text and
will name them

Students:
Discuss the question with a partner

7. Activity or task: Discussion/Personalization

Teacher: Post question on the board


Have you had trouble learning something? How
did you overcome the problem?
Walk around and monitor if need be.

Students:
Discuss will discuss with a partner

-3-

SIT TESOL Certificate Course Lesson Plan Form


8. Activity or task:

Teacher:

Students:

9. Activity or task:

Teacher:

Students:

Please add more rows if you need them!

-4-

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