New lesson plan: On the weekend

On the weekend - Preintermediate level

On the weekend
Preintermediate level

Description

In the lesson students will learn to for gist and detail. Students will also be exposed to adjectives that end in -ed and -ing.

Materials

TP #6

Main Aims

To provide gist and detailed reading practice using a text about what you do during the weekend in the context of the weekend

Subsidiary Aims

To provide practice with adjectives ending in -ed and -ing that describe feelings.

Procedure (46-59 minutes)

Lead-in (3-5 minutes) • To set lesson context and engage students

T rolls out SLIDE 1. T asks the question, "What did I do on the Weekend?". "Was I in Machu Picchu? Was I in Fatih? Was I in Galata?" Sts discuss in pairs. FB

Pre-Reading (3-5 minutes) • To prepare students for the text and make it accessible

T changes to SLIDE 2 and asks sts to read the question and ask themselves the question, "What did you really do on the weekend?" Sts begin to talk about what they did on the weekend in pairs. Sts have to decide if they believe each other or not. WC FB

While-Reading (8-10 minutes) • To provide students with less challenging gist and specific information reading

T pre-teaches the word "summary". T hands out WS 1. T instructs sts to read for gist and pick the most appropriate summary from SLIDE 2. Sts have 4 mts. Sts FB in pairs, they discuss their decisions.

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed reading

T switches to SLIDE 3. T distributes WS 2. T asks sts to read again and answer questions they have by circling the correct answers. T will give 8 mts. PW: Sts will share their answers with their partner. WC FB: T will show answer key in SLIDE 3.

Guided Discovery (5-6 minutes) • To use the text to introduce the vocabulary.

T will change to SLIDE 4 and will draw students attention to "tired" in line 13 and "tiring" in line 19. T will elicit "Which one describes how you feel? TIRED." and "Which one describes things and situations? TIRING." Sts discuss with their partners for 30 seconds.

Controlled Practice (5-7 minutes) • To Concept check and prepare students for more meaningful practice.

T changes to SLIDE 5. T distributes WS 3 sts circle the correct adjective. Sts will have 5 mts. If any sts finish before the allotted time, they can check with they're partners. T will show answer key on SLIDE 5 for WC FB.

Semi-Controlled Practice (8-10 minutes) • To Concept check and prepare students for more meaningful practice.

Divide class into 2 groups by distributing color coded WS4 (green) to one half of the class and WS4 (blue) to the other. T will draw on the board two circles to demonstrate how to divide themselves, sts will have 30 seconds to organize into groups. Sts will then correctly circle the correct adjective in their respective groups (3 mts). Sts help each other fill out the correct adjectives. Sts will then write their own question in the space provided, using adjective that describe a thing or situation or how you feel. Sts help each other in their group. Sts will now pair up with someone with a different color than themselves. Sts will ask each other the questions and choose the correct answers. Both colored WSs should be the same. If they are different, sts have to negotiate why they are different. After completing, T puts up SLIDE 6, the answer key.