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Lesson Plan: Teacher: Date: Time: School: Class

This lesson plan aims to practice reading, listening, and speaking skills using the Past Simple tense. The teacher will introduce the topic of fog and elicit prior knowledge. Students will then read a dialogue and listen to a recording to revise vocabulary and the target language in context. They will answer comprehension questions individually and in pairs. Students will also practice the target language by reading the dialogue aloud and acting it out in groups. To conclude, students will write about problems and give suggestions in emails to further practice the target language.

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Nihad Mirela Ahmetovic
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114 views2 pages

Lesson Plan: Teacher: Date: Time: School: Class

This lesson plan aims to practice reading, listening, and speaking skills using the Past Simple tense. The teacher will introduce the topic of fog and elicit prior knowledge. Students will then read a dialogue and listen to a recording to revise vocabulary and the target language in context. They will answer comprehension questions individually and in pairs. Students will also practice the target language by reading the dialogue aloud and acting it out in groups. To conclude, students will write about problems and give suggestions in emails to further practice the target language.

Uploaded by

Nihad Mirela Ahmetovic
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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LESSON PLAN

TEACHER: DATE: TIME: SCHOOL: CLASS:

Class profile: 11 year-olds, A1

Teaching unit : Module 6: Fog!

Type of lesson : Skills practice

Sources: Challenges 1 – Students' Book; Workbook; Teacher's Handbook

Aims and objectives : Working on reading, listening and speaking skills while using the Past Simple tense.

Teaching methods : conversation, presentation, reading comprehension, listening comprehension, writing, speaking

Class management : whole class, individual work, pair work, group work
Teaching aids, materials
and equipment : students’ book, workbook, CD; board, chalk, CD-player
STAGES

TIMING
Aims and Class organization procedures and activities Interaction Teaching Possible problems
objectives aids and and solutions
materials

1
partIntroductory

Introduce the Check homework.


topic, elicit ideas SB 10
and vocabulary, Extra: Write on the board: Alton Towers Amusement Park; Millennium Point; T – SS CD min
spark interest Devon. Encourage Ss to say what they remember about each place. SS – T CD player

Exercise 1: Ss look at the photo and think about it. Encourage Ss to give SS – T
reasons for their answer and talk about the picture.
Main part

Revise Exercise 2: After checking the answer to Exercise 1, play the recording again T – SS
vocabulary and and ask: Who says it’s a good idea to get to the campsite and to make a fire – SS – T
target language Alex, Lucy, Rajiv or Tom? (Rajiv does).
in context
Exercise 3: Ss answer the questions working in pairs. Elicit answers. T - SS
Reading and
listening
Exercise 4: Check that Ss understand what Let’s is short for (Let us). Ask Ss to
comprehension T – SS
find and read aloud more examples from the dialogue. SS – T
Extra: Ss look back at the dialogue in Exercise 2. Play the recording for Ss to SB 25
focus on pronunciation, stress and intonation patterns. Ss work in groups of CD min
four, reading the dialogue aloud and changing parts. Some of the groups can T – SS CD player
Practice target act out the dialogue for the class to hear. SS – T
language board
Exercise 5: Tell Ss that they can agree or disagree with their partner’s SS – SS
Practice target suggestions. SS – T
language
Your Challenge: Exercise 1: Each student writes four sentences about
themselves, their families and friends using the Sentence Builder. After Ss
have written their sentences, they can work in pairs or in small groups taking
turns to read aloud their sentences.

Ending the lesson:


partFinal

Use target
language Exercise 2: Ss read the presented problems. Elicit from the class two or three T – SS SB 10
more problems. Ss then work individually writing their e-mails. Ask Ss to work SS – SS min
in pairs, read each other’s problems and give suggestions.

Homework: Exercises in the Workbook.

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