STAGE 1

Stage Number Stage Name Stage Aim

• to active knowledge of previous lessons
1 Pre-task
• to engage students with the topic of the lesson and introduce unknown words
Lesson Procedure Interaction & Timing Materials

Review Individual /Ss-Ss

Activity 2: brainstorming 3 mins
Ask Ss:
• Q1: Do you have any career plan for the future?
Instructions and planning:
• Write 3 persons who you believe have a successful career
• Compare your list with your partner
Report:
• invite 2 or 3 students to share their lists

Activity 2: Matching
Instructions and planning: Individual/Ss-Ss/whole Handout 1
• Match persons with their achievement class
• Now work in pairs. Discuss the common ground among these people within 2 minutes. 5 mins
Hint: about their career
Monitor: Pay attention to their ideas. Guide them to look up unfamiliar words in dictionary
Report:
• invite 2 or 3 students to share their ideas
• show students the answer and the topic word – entrepreneur

Activity 3: Unknown words

Instructions and planning: Individual/Ss-Ss/whole Handout 2 & 3
• Listen to a summary and underline your unfamiliar words. class
12 mins
• Now work in 4 groups. Match words with its meaning in 5 mins.
• Discuss in the group and make sure everyone understands all the words in 3 mins.
Monitor: Pay attention to and help the students who may find it hard to do the task.

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Report:
• invite students give the correct word according to the synonyms on the whiteboard
Feedback:
• explain words which most of the students find difficult
• pay attention to their pronunciation and correct them if mistakes occur
Anticipated Problems Anticipated Solutions
Students my find difficult to do the matching of words and meanings. Remind them to use the part of speech and context as hints.

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STAGE 2

Stage Number Stage Name Stage Aim

• to get students familiar with the text
• to get students review skimming and scanning and understand the use of signal
2 Task cycle
words of time
• to motivate students to critically think about career and success
Lesson Procedure Interaction & Timing Materials

Task 1: prediction and skimming for the gist Individual/Ss-Ss Handout 4

Give instructions: 5 mins
• Teacher presents the tile and picture of the text on the screen.
• Ss discuss in 4 groups: what are you expecting to read in the text?
• In one group, each student gets one of six sections of the text and skim to check their prediction in 1
min.
• Exchange the information in the group and make a list in 5 mins.
Monitor：remind students of the time limit for skimming
Report:
• Spokesperson report the information they get
• Other members or groups can make a supplement.

Task 2: scanning for detailed information

Instructions and planning: Individual/Ss-Ss/whole Handout 4 & 5
• Students scan their own section for part of the answers on the chart. class
10 mins
• Discuss in groups to exchange answers and help each other if there are questions.
• Complete the whole chart.
Monitor: pay attention to whether all members share their answer
Report:
• Spokesperson of each group report their answers to the whole class.
• Teacher give the right answers and explain if students hold different ideas.

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Task 3: sequencing the sections into a complete text Ss-Ss/whole class Handout 4
Instructions and planning: 8 mins
• Work in groups and find the right order of those sections to get a complete text in 5 minutes.
Monitor:
• Check whether each member of the group takes part in the discussion.
• Check whether their answers are right or wrong.
• Help students if they stuck （hint：use signal words of time in the chart of task 2）
Report:
• Each group shares the answer with the class and give reasons.
• Give the right order and explain if students have questions
Instruction:
• Explicitly teach the use of signal words of time in a narrative:
Signal words of time help reader keep track of important details or stages of an event, especially for
narrative or biographical writings.

Task 4: interview Ss-Ss/whole class Handout 6

Instructions and planning: 10 mins
• Work in a group and discuss questions and statements on the handout.
• Interview group members of their choice and reasons.
• Organize their language and prepare to give a demo to the class.
Monitor:
• Check whether each member of the group takes part in the discussion and interview.
• Note down some interesting ideas.
Report:
• Invite students from each group to demonstrate the interview.
Feedback:
• Share some ideas of students who does not demonstrate publicly.
• Elicit a critical thinking on the definition of success and career.

Task 5: business report Ss-Ss/whole class Handout 7

Instructions and planning: 12 mins
• Discuss with group members what things one should consider if he wants to start a business.
• Use points on handout as support.
• Students can re-read the text to get some ideas.
• Prepare a group report based on the discussion
Monitor:

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 • Check whether each member of the group takes part in the discussion.
• Guide students to paraphrase or use dictionary if they have problems on expression.
Report:
• Each group present the report to the class.

Anticipated Problems Anticipated Solutions

• Students may find detailed information when they skim the text. • Be strict to the time limit.
• Students may have difficult in some words when they read the material or • Guide them to paraphrase or use dictionary instead of giving direct answers.
communicate with their partners.
• Students may be unwilling or feel difficult to participate in the discussion. • Provide some ideas to motivate them or use simple question to make them relax and
confident

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STAGE 3

Stage Number Stage Name Stage Aim

• to get students understand the form of signal words of time

• to get students understand the structure of biographical narrative
3 Language focus
• to get students practice to use signal words of time to write a short biographical
narrative
Lesson Procedure Interaction & Timing Observer’s comments:
Activity 4: analysis activity Individual/Ss-Ss/whole Photocopies of the
Instructions: class passage &
• review the use of signal words of time 10 mins PowerPoint presentation
• students underline all the signal words in the text.
• Compare the finding with their group members and think what are the forms of those words.
Report:
• Invite some students to share their answer with the class and other make a supplement.
Feedback:
• Explicitly explain the use of signal words of time
Apart from using numerical words, adverbs and various function words as signals of time, some other
types of signal, such as verbs, infinitives, numbers that indicate dates or years, prepositional phrases,
adverbial clauses, noun phrases, etc., can also be used to show time order or steps in a process

Activity 5: practice activity

Instructions: Individual/Ss-Ss/whole Photocopies of the
• Students work in a group and try to summarize the structure of a biographical narrative class passage
• Students can Make use of the outcome of task 1. 15 mins
• Invite some students to share their answer.
• Students write an outline of a short biographical narrative (no more than 200 words), including the
time line and main events.
Report:
• Students exchange their work with group members and give peer feedback

Homework: Students write a complete narrative essay according to the outline

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 Anticipated Problems Anticipated Solutions
Students may find difficult and hesitate to give feedback Teacher can give a sample structure as a criterion.

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