New lesson plan: A Strong Little Boy In this lesson, students read a passage about a boy who fell into cold water while playing with a sled. The lesson starts by showing a photo of a person inside water.

Roksana

A Strong Little Boy In this lesson, students read a passage about a boy who fell into cold water while playing with a sled. The lesson starts by showing a photo of a person inside water. - Grade 9 level

A Strong Little Boy In this lesson, students read a passage about a boy who fell into cold water while playing with a sled. The lesson starts by showing a photo of a person inside water.
Grade 9 level

Materials

No materials added to this plan yet.

Main Aims

To provide gist and scan reading practice using a text about a boy who fell in cold water in the context

Subsidiary Aims

To provide fluency speaking practice in a conversation

Procedure (38-50 minutes)

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Firstly, the T shows a picture to the Ss and asks them to have a look at it. Then, the T asks them 2 questions: 1. Is the water warm or cold? 2. Who is in the water? After having asked them the questions, the T gives 2 minutes to the Ss to discuss in pairs. Then, the T asks about their answers.

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

Before Ss start reading the passage individually, the teacher will give Ss a few words that are related to the text. The teacher will have Ss match the words with their definitions. The teacher will give them 3 minutes to work in pairs and find the correct answers. After 3 minutes, the teacher will tell Ss to unfold the paper and check their answers. "Now, I will give you an exercise. Look at the words and match them with their meaning. Please, work in pairs (or in 2). You have 3 minutes. Do not unfold the paper. (The T demonstrates)

While-Reading (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

At this stage, the teacher will tell Ss they are going to read a text, but before, the teacher will show on the WB the title of the text. The teacher will tell Ss to predict what the text might be about by looking at the title. The Ss will have 2 minutes to discuss in pairs. After, the teacher will give the text and ask Ss to check if their predictions were correct. They will read individually. After they have finished reading, the teacher will ask Ss whether or not their predictions were correct. "Have a look at this question. You will discuss (talk) in pairs (or in 2). What do you think this question is about? You have 2 minutes to discuss (talk)." -After 2 minutes- "Now, please read the text alone and see if your predictions were right or wrong? You have 2 minutes to read." After they have finished reading, the teacher will ask a few Ss what they predicted and what changed after they read the text."

While-Reading (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

At this stage, Ss will be given an exercise. The Ss will read again and find out the answers to the questions related to the story. The Ss will have 5 minutes to both read and work individually. - After 5 minutes- The Ss will share their answers with a partner sitting next to them. They will have 2 minutes. After they have finished, the Ss will talk in their own words about the answers they found from the article.

Post-Reading (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

As the last activity, the teacher will split the class into 2 groups. The teacher will tell Ss to imagine that Jimmy is their friend and they will send him a "Get well soon" card to the hospital. With their classmates, the Ss will write a short letter (two or three sentences) to their friend Jimmy in the hospital.