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Lesson Plan 2: Vocabulary), The Students May Need More Time To Understand The Text Than Expected

The lesson plan outlines a class for 15-16 year old students studying at an advanced level about the topic of environmental issues and improving reading skills. It details the aims, assumptions, anticipated problems, stages of the lesson including warm-up, pre-reading discussion, reading tasks, and a post-reading activity where students work in pairs to design and present their own futuristic exhibition pavilion.

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66 views

Lesson Plan 2: Vocabulary), The Students May Need More Time To Understand The Text Than Expected

The lesson plan outlines a class for 15-16 year old students studying at an advanced level about the topic of environmental issues and improving reading skills. It details the aims, assumptions, anticipated problems, stages of the lesson including warm-up, pre-reading discussion, reading tasks, and a post-reading activity where students work in pairs to design and present their own futuristic exhibition pavilion.

Uploaded by

api-342150705
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Lesson Plan 2

Date: 2015.12.09.
School: EKTF
Teacher: Simon Jnos
Class: 10th grade advanced class
Level: B2
Age: 15-16
Topic: Building the Future (Unit 6 Reading)
Aims: students widen their knowledge in the topic of environmental issues and improve their general reading skills.
Assumed knowledge: the majority of the students have already passed an intermediate language exam B1 level.
Anticipated problems: lots of unfamiliar words may come up (teacher explains them and the students write it down in their
vocabulary), the students may need more time to understand the text than expected.
Aids: Textbook, workbook, vocabulary, A3 papers, marker pens, whiteboard, and chalk.

Stage

Activity

Aim

Time

Interaction

Aids

Procedure

Warm-up

___

___

___

___

_________

Pre-reading
topic discussion
Presentation

Primary: renewing and


checking existing
knowledge in the topic
Secondary: improving
communication skills

Primary: get an overall


Reading for gist idea what the text is about
Secondary: improving
quick reading skill

Scanning for
specific
information

Primary: get specific


information from the text
Secondary: improving
information locating skill

7
min.

Page 70
Task 1
Whole-group
communication

3
min.

Page 70-71
Task 2
Reading for
gist

10
min.

Page 70-71
Task 3
Scanning for
specific
information

Textbook,
vocabulary

Textbook

Textbook

I ask the students to open their books and look at the


words in Task 1 and tell me, if they are unfamiliar with
any of them. To double check, I ask them what they
mean and we write the unknown ones in the
vocabulary.
After that, I ask the students the following questions:
In your opinion, what are the most serious
environmental problems we are facing? Why? and
What sources of power do you think will be used in the
future?
The conversation is open for the whole class and I
incentivise them to talk with more questions if needed.
The students are asked to look for the main purpose of
the text and answer Task 2. I specifically state that they
should not read the whole text yet. They get 2 minutes
for this, then, we check the answer.
I ask the students to complete Task 3 and emphasise
that they should not read the whole text but look for the
key words from the questions. They get 6 minutes to do
it, and when they finish, we check the answers. At each
question, I ask them to quote the part of the text where

While-reading
task

Primary: students get


more familiar with the
topic
Secondary: vocabulary
building

15
min.

Page 70-71
Task 4
Reading the
full text

Textbook

they found the answer.


Students have to read the full text and complete Task 4
in the meanwhile. I ask them to look for any other
unknown words and sign with their hands if they have
found one. I explain it and have them write it down in
their vocabulary. They get approximately 8 minutes and
when they finish, we check the answers and write down
the Task 4 words in the vocabulary as well.

Practice

___

___

___

___

_________

Production

___

___

___

___

_________

Post-reading
working and
presentation in
pairs

Primary: students form


their own ideas about the
topic
Secondary: improving
communication and
presentation skills

Cool-down

10
min.

Working and
presenting in
pairs

I assign numbers to one half of the students and letters


to the other, and write random pairings of them on the
A3 papers, whiteboard (e.g.: 1-C, 2-A, 3-E, ).
marker
After the pair up, I distribute the papers and marker
pens,
pens, and they receive the following task: Draw your
whiteboard, own exhibition pavilion and present your ideas to the
chalk.
others! Dont forget to name it too!
They have 5 minutes to exchange ideas and draw, after
which, the pairs do a maximum one minute
presentation on their futuristic pavilion.

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