Name of the Teacher Date Level of the class Length of lesson
Teacher Amy 10 December 2023 Advanced 60 minutes
Lesson Type:
Four Skills - Reading
Lesson Topic:
Unexpected Encounters
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
• Read for gist through means of skimming. • Demonstrated general understanding of a text through skimming and
• Read for specific detail through means of scanning. answering questions.
• Enhance critical thinking skills through analysis of the reading material. • Read for specific information by scanning the text and discussing
• Engage in collaborative discussions to compare and discuss answers. answers with peers.
• Identified and comprehended relevant vocabulary words.
• Engaged in class discussions and made predictions based on visual
prompts.
• Participated in a cooler activity which promotes creativity and language
fluency.
pg. 1 Lesson plan V260423
, Anticipated difficulties: Suggested solutions:
The students all share the same L1, which means they might be inclined to I will make it clear that only English must be spoken during the class, even
speak this to each other instead of English. during groupwork.
The students are all fairly young adults very close in age and may feel excited I will make sure that in groupwork the students that may be disruptive are
by each other’s company and want to have small talk or look at each other’s grouped with others who are more focused in order to get them to focus as
cell phones etc. well and ask that all cell phones be put away on silent.
I will give enough reading time to allow for students to read the article as
Students may not fully grasp the meaning of the article due to poor word many times as needed, and encourage them to read for understanding,
recognition, especially with more complex words, terms and phrases. working on their comprehension skills. I will then revise sections that are
particularly difficult for students to help them with recognition and inferring.
I will repeat the words that students struggle with and then drill the students
When speaking English, Spanish speakers may drop consonants at the end of by having them repeat after me until they are doing it correctly. I will use the
words. For example, instead of saying ‘text’, Spanish speakers may phonemic chart to further explain the pronunciation of the words and
say ‘tex’ or ‘brefas’ rather than ‘breakfast’. Instead of ‘mind’ you might say sounds. I will get them to practise the words and phrases ending in
‘mine’. consonants, focusing on not over-articulating the final consonant by
counting a single syllable in each word (1 beat each).
Authentic Text (insert reading text here or link to the listening recording)
School Principal Unlocking Dumpster Gets The Surprise Of A
Lifetime
pg. 2 Lesson plan V260423
Teacher Amy 10 December 2023 Advanced 60 minutes
Lesson Type:
Four Skills - Reading
Lesson Topic:
Unexpected Encounters
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
• Read for gist through means of skimming. • Demonstrated general understanding of a text through skimming and
• Read for specific detail through means of scanning. answering questions.
• Enhance critical thinking skills through analysis of the reading material. • Read for specific information by scanning the text and discussing
• Engage in collaborative discussions to compare and discuss answers. answers with peers.
• Identified and comprehended relevant vocabulary words.
• Engaged in class discussions and made predictions based on visual
prompts.
• Participated in a cooler activity which promotes creativity and language
fluency.
pg. 1 Lesson plan V260423
, Anticipated difficulties: Suggested solutions:
The students all share the same L1, which means they might be inclined to I will make it clear that only English must be spoken during the class, even
speak this to each other instead of English. during groupwork.
The students are all fairly young adults very close in age and may feel excited I will make sure that in groupwork the students that may be disruptive are
by each other’s company and want to have small talk or look at each other’s grouped with others who are more focused in order to get them to focus as
cell phones etc. well and ask that all cell phones be put away on silent.
I will give enough reading time to allow for students to read the article as
Students may not fully grasp the meaning of the article due to poor word many times as needed, and encourage them to read for understanding,
recognition, especially with more complex words, terms and phrases. working on their comprehension skills. I will then revise sections that are
particularly difficult for students to help them with recognition and inferring.
I will repeat the words that students struggle with and then drill the students
When speaking English, Spanish speakers may drop consonants at the end of by having them repeat after me until they are doing it correctly. I will use the
words. For example, instead of saying ‘text’, Spanish speakers may phonemic chart to further explain the pronunciation of the words and
say ‘tex’ or ‘brefas’ rather than ‘breakfast’. Instead of ‘mind’ you might say sounds. I will get them to practise the words and phrases ending in
‘mine’. consonants, focusing on not over-articulating the final consonant by
counting a single syllable in each word (1 beat each).
Authentic Text (insert reading text here or link to the listening recording)
School Principal Unlocking Dumpster Gets The Surprise Of A
Lifetime
pg. 2 Lesson plan V260423
