New lesson plan: SMART English Week 5 Day 1

Leonard Ng

SMART English Week 5 Day 1 - Intermediate Core level

SMART English Week 5 Day 1
Intermediate Core level

Materials

No materials added to this plan yet.

Main Aims

In this lesson, students will be able to respond to the text about memory with their own views.

Subsidiary Aims

In this lesson, students will also be able to practise their reading strategies to understand the text and learn at least 9 pieces of vocabulary.

Procedure (103-120 minutes)

Pre-Lesson Reflection (25-30 minutes) • To reflect on students' learning in Week 4

- (F2) Ss play "Backs to the Board". This is connected to the lead-in activity at a later stage. - (F3) Ss write down their reflection. Discuss. Whole class feedback.

Warmer/Lead-in (13-15 minutes) • To set lesson context and engage students

- (F1) T welcomes new student(s) and tells ss the aim of the day. - (F4-5) Ss look at the pictures on the board without writing. After 1 min, ss write down details of the pictures. Ss compare answers. Whole class feedback. T reveals the pictures again. - T asks ss who are good at remembering the details and how. - (F6) Ss discuss questions on the board. Whole class feedback. Error correction/feedback. - (F7-11) With the tips shared, ss do another memory test. Whole class feedback. Compare if the tips work. Error correction/feedback.

Pre-Reading Tasks (23-25 minutes) • To prepare students for the text and make it accessible

- (F12-13) Ss discuss the questions which are connected to the text. - (F14) Ss go around the room to match vocab and meanings. Whole class feedback. Language Analysis 1 childhood /ˈtʃaɪld.hʊd/ (n) the time when you were a child 2 emotional /ɪˈməʊ.ʃən.əl/ (adj) connected with people's feelings 3 retell /ˌriːˈtel/ (v) to tell (a story) again 4 extraordinary /ɪkˈstrɔː.dɪn.ər.i/ (adj) not normal, greater or better than normal 5 a photographic memory /ˌfəʊ.tə.ɡræf.ɪk ˈmem.ər.i/ (noun phrase) being able to remeber things in detail after seeing them. 6 not very accurate /ˈæk.jə.rət/ (adj) incorrect/with mistakes 7 previously thought /ˈpriː.vi.əs.li θɔːt/ (adj) something thought before now/before current thoughts 8 digit /ˈdɪdʒ.ɪt/ (n) any of the numbers from 0 to 9 9 middle age /ˌmɪd.əl ˈeɪdʒ/ (noun phrase) the time of your life when you are aged between 45 and 65 - (F15) Prediction. Ss look at the sentences and predict what the text is about before reading.

While-Reading #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Ss read and check their predictions. Whole class feedback. - (F16) Then, ss match the sentences/summaries with the paragraphs. Check with partners. Whole class feedback.

While-Reading #2 (13-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- (F17-18) Ss read again and answer more questions. Check with partners. Whole class feedback.

Post-Reading (18-20 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- (F19) Ss discuss the 3 questions on the board. Whole class feedback. Error correction. - (F20) Ss stand in line. T reveals a tip on improving memory. Ss must decide if it helps (Left) or hinders (Right) memory and give reasons. T nominates ss. - (F21) Ss read tips and discuss further. Whole class feedback. Delayed feedback/Error Correction. - (F22) Find someone who.

Delayed Feedback (5-7 minutes) • To provide students opportunities to reflect and correct errors

- T puts errors on the board. Ss correct and comment. - Repeat the corrected sentences chorally or individually.