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Lesson Plan
A2 level

Description

in this lesson, students will learn how to find supporting details and increase their word power through a word family exercise and an academic word list.

Materials

Campaign?size=16&default=html QR code
Abc Questions & Gap-fill PPT
Abc Course book

Main Aims

  • To provide detailed reading practice with a reading text called "Table Manners" in the context of culture.

Subsidiary Aims

  • To provide practice of word families in the context of food.
  • To provide practice and review of Academic Word List in the context of Food.

Procedure

Warmer/Lead-in Connecting to the Topic (0-3 minutes) • To set lesson context and engage students

TT asks SS to team up with a partner and gives them 3 minutes to work in pairs and discuss the questions on p. 86. TT will elicit some answers from SS to check they have understood and completed the task.

Warmer/Lead-in Previewing and Predicting (0-2 minutes) • To help students predict what each section will be about and will help them understand the reading more.

TT asks students to read Previewing and Predicting individually. SS work individually to do do the exercise on p. 86. Then, TT will give two minutes for the students to work individually and compare answers when they finish. When SS finish, TT elicits SS' answers with the whole class.

Exposure (0-11 minutes) • To provide context for the target language through a text or situation

TT will remind SS NOT to use dictionaries during reading as it is reading for gist. Then, TT gives SS eight minutes to read Reading 3 Table Manners on p. 87 and stop at the end of each sentence that contains words in bold. Then follow the instructions in the box in the margin. When time is up, TT will choose a random student to answer the While You Read in the margin. TT will explain the instructions to SS if they do not understand. In the end, TT will ask SS to match the main ideas to five of the paragraphs. SS are given 2 minutes to do so. TT may ask SS "What are you going to do?" to ensure SS understand the task.

Controlled Practice Skill Review (0-6 minutes) • To concept check and prepare students for more meaningful practice

TT gives SS four minutes to work individually and do Skill Review exercise A p. 91. When SS finish, TT will elicit supporting details for for the main idea of paragraphs 4, 5, 7 and 8.

Highlighting (0-8 minutes) • To draw students' attention to the target language

TT reads the instructions for SS on p. 92 from Word Families and gives SS 5 minutes to do the exercise. Then, TT asks SS to check answers together for one minute. Next, in two minutes TT asks SS to read the sentences to check their answers.

Semi-Controlled Practice (0-5 minutes) • To concept check further and prepare students for free practice

TT gives SS three minutes to write two sentences using a word they have learned from the Word Families chart on p. 92. Then, TT asks SS to read their sentences and corrects any mistakes in their sentences.

Free Practice (0-6 minutes) • To provide students with free practice of the target language

TT asks SS to go to p. 96 and work in groups to do Exercise 2. When time is up, TT checks answers with the whole class.

Critical Thinking (0-5 minutes) • to think about how new information applies to our life.

TT asks SS to go to p. 94 and do exercise A in Critical Thinking. SS are given three minutes to finish writing their lists. Then, TT asks SS to read what they have written.

Unit 3 Vocabulary Review (0-4 minutes) • To review target vocabulary in class with the students

TT will display the PPT on the white board and will ask SS to think about their answers to the questions.

Finalizing • Checking answers

TT will display the QR code for SS to have a copy of the answers for their reference.

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