LESSON PLAN

Name: Jesmond Micallef Date: 09/09/2022 Week: 2 Lesson number: 4

Lesson type: Level: Length of lesson: 45mins. Number of students:

Reading and speaking Elementary
Lesson Aim(s) By the end of the lesson the students will have practiced reading for gist and reading for detailed information Tutor:
Appropriate lesson aims?
by reading about two famous people. This is a jigsaw reading activity. In addition, students have revised some vocabulary (please circle)
and had the opportunity to consolidate their speaking fluency. They will also have had consolidation of asking questions to
receive the necessary information to complete a text. YES NO

Main Aim: To read text and be able to answer some questions.

Sub-Aim: Teaching reading for gist and for detail, answering questions and time for personalized slot.

Context: Learning about famous people in history.

Materials (What you will need in this lesson) Write title, author, year, publisher and page number here and on all your Tutor:
Sources acknowledged?
copies/handouts. (please circle)
NHE 3rd edition Liz and John Soars, page 56-57
Handout based on the lesson and realia. YES NO N/A

Language Analysis: Tutor:

Sufficient language analysis?
I have completed a) a language analysis sheet (grammar) (please circle)
(please check b) a language analysis sheet (vocabulary)
all that apply) c) a language analysis sheet (functions) N/A YES NO N/A

Trainer’s comments:

Points to work on (action points):

Comments on the lesson plan and language analysis:

Overall grade for this lesson:
Not to Standard To Standard Above Standard

Tutor Signature

Assumptions What do you expect the students will already know about the language/content of your lesson?

Anticipated problems (skills and classroom management – NOT Solutions to these problems:
language. E.g. problems with timing, grouping, instructions, topics,
logistics, etc.) ● I will pre-teach key vocabulary that is essential for
understanding the reading.
● Some students might not pronounce some words
● I will drill the new vocabulary.
properly.
● I will pair them up with stronger students who can help and
support them.
● Some students are shy to talk.
● I will use ICQ’s .
● Some students might not understand the instructions. ● Give better and more concise instructions.
● Groups / pairs can be adjusted to make allowance for the
● Less students than planned for so groups/pairs change in numbers
might have to be adjusted. ● Not a lot can be done apart from getting hold of some fans if
● No electricity so no air conditioning.
possible!

Personal Aims - What action points from your previous lesson(s) Where are these on your lesson plan? What is your strategy to
are you working on? improve in these areas?

The level of CHALLENGE ➢ ● Will prepare instructions before and write them on cards so
➢ To control the volume of my voice . that I they are handy during the lesson.
➢To always try to include links between lesson stages. ● I will try not to be the center of the lesson but give priority to
➢To Use CCQs to check and ‘cement’ the meaning of words which the students.
are obviously new ● I will prepare the CCQ’s beforehand.
➢ The ‘task before text’ sequence of events.
➢ To SLOW DOWN and not rush the sts .

Board Plan: At each stage of the lesson the board will look like this:
TIME INTERACTI STAGE & AIM PROCEDURE TRAINER’S COMMENTS
ON

T tries to elicit
Lead in
T-Ss Show different photos of world presidents.
To generate interest
8 and activate existing a photo of Margaret.
mins
knowledge related to Present also Thatcher and George
the topic of the Washington ask “who were they, what did
reading and to engage they do?”
the learners in the task CCQ – Was she a singer, was he an artist,
and also activate etc?
schemata for the task.

T then asks Ss in pairs to make a list of

Ss possible famous people they know (ICQ:
should you work alone or with your
partner?)

T asks feedback from pairs and writes their

T-Ss-T ideas on the wboard

T elicits, models and drills the

Pre-teaching following vocabulary: politician,
lexis slaves, fight, resign , , , survive,
5 T-SS-T To pre-teach any agree (in) tears…but
mins
vocabulary that does not translate the words
might block definitions and CCQs in language
understanding of the analysis.
text. Ask Sts to do Task 2 to introduce
the reading texts (2 minutes),
Split the class in 2 groups and give each
T-Ss
Gist reading group 1 of the texts. One group reads
To check general about George Washington and the other
7 understanding of the
mins about Margaret Thatcher.
text. T gestures to the reading handout and
instructs Ss to read the text and answer the
first question. T emphasizes Ss
should read the text quickly without paying
attention to words they don’t understand, as
they will get a second chance to read the text
more carefully. Hand out text. (Time limit 3
minutes)
(ICQ: should you read the text?
How much time do you have?)
 T-Ss Do True or False task 4.
7 Detailed Sts check answers quickly in their own
mins
Ss Reading group.
To check Check with each group and offer help.
understanding of the
text (more detailed) Feedback by nominating individual
Ss-T-Ss students to answer and checking with the
and answer some
questions. rest of the class if they agree.
Clarify when others have different answers
T asks Ss to read the text again in more
detail and to answer the
true/false questions of exercise 4.
Ss read the text again and answer the
questions of exercise 4
Brisk open class feedback - Check Answers
to exercise
Talking and T rearranges groups, where now a St from
Ss-Ss group A sits with a St from group B and
5
mins
feedback exchanges info about their celebrity and
To further check completes info about the other person based
understanding (more on what they have learnt from
detailed) each other (Task 6).
Ss exchange info by asking and answering
questions. Sts are told they can’t give the
answer but can only answer a question
This is an info-gap activity. T takes some
feedback.
T asks Ss to discuss the question; “What do
8 Productive you think”?
mins T-Ss
Follow Up T listens in while Ss are doing the
To give students speaking task. They should be asking the
spoken fluency questions like: who are the famous
practice related to leaders in your country? What do they
the topic. do? Why are they famous?
T asks various Ss what their partner has
3 T-Ss told them
mins Error
Lead-out
If time permits T writes a number of
Correction mistakes he overheard on the wb and asks Ss
to correct them.