Cover Sheet
Name: TP number: Date: Tutor:
Aims
Communicative Aim
By the end of this introduction, learners will be able to develop their reading skills in
the context of the national lottery in Britain (winners and losers)
Skill(s) Aim
By the end of this introduction, learners will have developed their reading skills and
should be better aware of the lexis used around luck and taking risks. They will also
develop their speaking sub skill of in the context of lottery and gambling.
Language Aim
By the end of this introduction, learners will have been exposed to and developed the
use/ given practice of a lexis around losers and winners in the context of lottery and
gambling
Materials
Based on my own material
Straightforward Intermediate Student Book p 36 ex1, 2, 3, 4
Previous Strengths
Active, dynamic and enthusiastic group of students eager to learn and share
Good elicitation
Some good checking of instructions
Logically staged
Clear stage aims
Supportive detail
Realistic timing
Clear and logical plan with very good detail
S-centred
Previous Areas to Develop
Classroom Management – Anticipated Problems and their Solutions
We went from 8 to 13-14 students so T needs to make sure that everyone
participates and understand the lesson.
SS have previously studied the difference between prohibition, permission and
,obligation with other modals (must – musn’t / have to – haven’t to / can –
can’t) and may feel confused when introduced to new verbs dealing with the
same functions (permission, obligation, prohibition).
Solution: Lots of drilling and closely monitor controlled practice to ensure
understanding
, White Board Plan
At each stage of the lesson your board will look like this:
I know this word I don’t know this I am not sure Text in the right order
word
Correction of “ Choose the best ending”
Which of these words do you think you will find in the article?
Correction Ex 4 Correction True of False
1b 1T
2d 2T
3f 3F
4e 4F
5c 5F
6a 6T
7T
8T
9F
10T
Delayed error correction for follow-up activity
, Procedure Page
Inter-action
Stage Aim Procedure & time Tutor comments
(What?) (Why?) (How?)
T –S
Lead-in To introduce T asks SS if they know anyone who plays lottery or did you play S–S
the theme and S-T
yourselves and why?
generate 5
interest Pair check
P.T.V. & Use visuals to T gives them a handout with the following words: jetset, jackpot, addicts, T-S
prediction teach lexis low income, stocks and shares, turnover, the odds. S
needed later S-S
in the lesson T then draws on the W/B three columns with “I know this word, I don’t know T
and provide a this word, I am not sure” and asks SS to complete the table. T-S
context S-T
Individual work and Pair check for the words which are not understood. 15
From this T elicits the meaning of words with pictures.
T then shows the title of the article (and only the title to enable prediction)
“Lottery winners and losers” and asks SS “Which of these words do you think
you will find in the article?”
Pairwork
T-S
To allow SS to T then asks SS to read for gist and check their answers from ex2. Were their S-S
Reading for read for global predictions correct? T-S
gist understanding S
(skimming) They then choose the best ending to the article (ex 2 Student Book) SS
Paircheck 15
SS then writes down who they think the winners are, & who they think the
losers are in their own words.
Individual work - Pair check
T uses ICQs to ensure understanding, if necessary
T closely monitors
Error correction
FB (Boarded, if necessary)
, Reading for Deeper T–S
detail understanding T instructs SS to read again to the text and to put the sentences a-f into the S
(scanning) of the gaps 1-6 in the article. S-S
meaning of Pair check S–T
the lexis and Boarded FB
ability to 15
check Then they will decide if the given sentences are True (T) or False (F).
understanding Pair work/Individual work (depending on time) Paircheck
Close monitoring during pair check
Boarded FB
Follow-up To provide T shows SS a picture of a man with wads on his hands and asks: T–S
activity additional If you won the lottery, what would you do on the first day you got the S –S
practice of the S-S
TL and SS have money? Why?
more say over Pair work
the text they Delayed error correction 5-10
have studied
Name: TP number: Date: Tutor:
Aims
Communicative Aim
By the end of this introduction, learners will be able to develop their reading skills in
the context of the national lottery in Britain (winners and losers)
Skill(s) Aim
By the end of this introduction, learners will have developed their reading skills and
should be better aware of the lexis used around luck and taking risks. They will also
develop their speaking sub skill of in the context of lottery and gambling.
Language Aim
By the end of this introduction, learners will have been exposed to and developed the
use/ given practice of a lexis around losers and winners in the context of lottery and
gambling
Materials
Based on my own material
Straightforward Intermediate Student Book p 36 ex1, 2, 3, 4
Previous Strengths
Active, dynamic and enthusiastic group of students eager to learn and share
Good elicitation
Some good checking of instructions
Logically staged
Clear stage aims
Supportive detail
Realistic timing
Clear and logical plan with very good detail
S-centred
Previous Areas to Develop
Classroom Management – Anticipated Problems and their Solutions
We went from 8 to 13-14 students so T needs to make sure that everyone
participates and understand the lesson.
SS have previously studied the difference between prohibition, permission and
,obligation with other modals (must – musn’t / have to – haven’t to / can –
can’t) and may feel confused when introduced to new verbs dealing with the
same functions (permission, obligation, prohibition).
Solution: Lots of drilling and closely monitor controlled practice to ensure
understanding
, White Board Plan
At each stage of the lesson your board will look like this:
I know this word I don’t know this I am not sure Text in the right order
word
Correction of “ Choose the best ending”
Which of these words do you think you will find in the article?
Correction Ex 4 Correction True of False
1b 1T
2d 2T
3f 3F
4e 4F
5c 5F
6a 6T
7T
8T
9F
10T
Delayed error correction for follow-up activity
, Procedure Page
Inter-action
Stage Aim Procedure & time Tutor comments
(What?) (Why?) (How?)
T –S
Lead-in To introduce T asks SS if they know anyone who plays lottery or did you play S–S
the theme and S-T
yourselves and why?
generate 5
interest Pair check
P.T.V. & Use visuals to T gives them a handout with the following words: jetset, jackpot, addicts, T-S
prediction teach lexis low income, stocks and shares, turnover, the odds. S
needed later S-S
in the lesson T then draws on the W/B three columns with “I know this word, I don’t know T
and provide a this word, I am not sure” and asks SS to complete the table. T-S
context S-T
Individual work and Pair check for the words which are not understood. 15
From this T elicits the meaning of words with pictures.
T then shows the title of the article (and only the title to enable prediction)
“Lottery winners and losers” and asks SS “Which of these words do you think
you will find in the article?”
Pairwork
T-S
To allow SS to T then asks SS to read for gist and check their answers from ex2. Were their S-S
Reading for read for global predictions correct? T-S
gist understanding S
(skimming) They then choose the best ending to the article (ex 2 Student Book) SS
Paircheck 15
SS then writes down who they think the winners are, & who they think the
losers are in their own words.
Individual work - Pair check
T uses ICQs to ensure understanding, if necessary
T closely monitors
Error correction
FB (Boarded, if necessary)
, Reading for Deeper T–S
detail understanding T instructs SS to read again to the text and to put the sentences a-f into the S
(scanning) of the gaps 1-6 in the article. S-S
meaning of Pair check S–T
the lexis and Boarded FB
ability to 15
check Then they will decide if the given sentences are True (T) or False (F).
understanding Pair work/Individual work (depending on time) Paircheck
Close monitoring during pair check
Boarded FB
Follow-up To provide T shows SS a picture of a man with wads on his hands and asks: T–S
activity additional If you won the lottery, what would you do on the first day you got the S –S
practice of the S-S
TL and SS have money? Why?
more say over Pair work
the text they Delayed error correction 5-10
have studied
