English Lesson Planner

Reza

page 18 to - A1 level

page 18 to
A1 level

Materials

No materials added to this plan yet.

Main Aims

1. To provide scan reading practice using a text about famous people in the context of occupations and home country
2. To provide accuracy speaking practice in a conversation in the context of asking about people's contact information

Subsidiary Aims

1.1 To provide product writing practice of a questions in the context of countries and occupations of famous people
1.2. To provide fluency speaking practice in a conversation in the context of asking questions about famouse people's countries and occupations

Procedure (23-23 minutes)

Warmer/Lead-in (5-5 minutes) • To set lesson context and engage students

'today I'm very energetic. you know why? I watched a very good movie. the name's Pulp fiction. with a good actor. his name was John Travolta. you know him?' 'Open your books page 18' 'Who are they? Do you know any of them?' 'for example Maria Sharapova'' if they didn't 'C'mon, she is very famous. or John Travolta?' 'have you seen the movie Pulp Fiction?' 'Where are they from?' if they didn't understand write on the board "Where are they from?" and "What are their occupations"

While-Reading/Listening #1 (5-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

'Okay you have just 1 minute' 'how much time?' 'one minute to read the texts very fast and underline their countries and occupations' moving my hand from one point to another in a straight way through the air 'underline what?' 'countries and occupations'. Demo: 'for example. for the first one' mumble the words of the first text and suddenly jump and say loudly 'Canada' 'So I underline the Canada' again mumble and say 'architect' 'So I underline the architect' 'So read them all and underline what?' 'Occupations and countries' 'how much time?' while they're busy write 3 questions "Is Maria Sharapova from Canada? Where's Paco de Lucia from? Is John Travolta from China? Whats Frank gehry's occupation?" after they read I elicit the the answers and say 'the first one? the second one?'

Useful Language (3-3 minutes) • To highlight and clarify useful language for coming productive tasks

ask 4 different students the questions written on the board and have them answer correctly.

Productive Task(s) (writing) (5-5 minutes) • To provide an opportunity to practice target productive skills

'Ok, now I want you to write 8 questions like these' pointing to the questions. write the number "2" beside each question and say '2 questions like this, 2 questions like this....'

Productive Task(s) (speaking) (2-2 minutes) • To provide an opportunity to practice target productive skills

'Now, 2 by 2, I want you to ask your partner your questions ' Demo: 'For example' ask 1 student the 1 question on the board and have him/her to answer it correctly. 'Now 2 by 2 ask your questions'

Productive Task(s) (3-3 minutes) • To provide an opportunity to practice target productive skills

while they're busy with previous activity write on the board "What's his/her/their ...." "What's ...'s ....?" 'Ok look at the pictures on button of the page what do you see?' 'some people with their contact information' 'Now, 2 by 2 ask your partner about them.' Demo: 'for example Asal, What's Ryan's address? Mahboobeh, What's his last name?' pointing to the questions written on the board.