Lesson Plan

Trainee: Raghdah AL-Madany TP No.: 7 th Level:

Elementary
Date: 3/09 /2014 Lesson Length: 60 Min Lesson Type:
Reading and Speaking
Main aim:
By the end of the lesson, students will have practiced read for gist and details in
the context of kinds of hotels.

Sub aim:
By the end of the lesson, students will understand the meaning , form and
pronunciation of words of hotels in the world.

Personal aims:
Give clear instructions and use examples and gestures.
Increase students interaction and engagement about the topic

Assumptions:
Students will be able to read and understand the text generally without
understanding every word.

Students will have some experience themselves about kinds of hotels around the
world.

Materials (including source):

Inside Out Elementary Students Book p 79 Kay and Jones , Macmillan, 2004

Anticipated difficulties with tasks/classroom management (not related to

language) and solutions:
P:Some students have trouble with reading texts
S: Provide help while monitoring, remind them they dont have to understand
every word, provide time limits and reminders.

P: There are mixed abilities in the class

S: Pair strong students with weaker ones so they can help each other. Keep an eye
on students while monitoring to nominate weaker students in feedback.

P: Students arrive late

S: Have a clear visual and pair them with stronger students to get them involved
in the activity.
Meaning and Concept Checking:

1) entirely= Completely /ntli/

Is it all or part of a thing? All.

How do you? Students answers

2) Situated = placed /stet

3) Constructed = built or made /knstrkt/

4) Temperature = the heat of a body, object /tmp()rt/

5) Interior = the inside of something /ntr/

6) Stunning = Extremely impressive or attractive /stn/

When something is stunning, does it look lovely or normal? Lovely

Can you give an example? (students answers)

7) Unique= being one of a kind : unlike anything else. /junik/

8) reindeer = a kind of animal /rend/

Form:

1) entirely (Adverb)

2) situated (Adjective)

3 constructed (Adjective)

4) temperature (Noun)

5) interior (Adjective )

6) stunning (Verb)

7) unique(Adjective)

8) reindeer (Noun)

Phonology:

1) entirely= /ntli/

2) Situated = /stet
3) Constructed = /knstrkt/

4) Temperature = /tmp()rt/
5) Interior = /ntr/

6 ) Stunning = /stn/

7) Unique= /junik/

8) ) reindeer= /rend/

Anticipated problems with meaning and solutions

P: Students may confuse the meaning of a word e.g stunning

S: Clarify using mime and CCQS

Anticipated problems with form and solutions

P: Students may not know the form of the word (Noun, verb , adjective) e.g stunning (adjective )

S: Highlight form on the board and highlight during error corrections.

Anticipated problems with phonology and solutions

P: students may mispronounce difficult sounds such as Temperature.

S: Drill chorally and individually and elicit the words on the white board using the phonemic
chart.
Lead-in to Show pictures on IWB to engage students. 5 min T-S Teacher monitors while students
activate students In groups students discuss questions work in groups and aids students
schemata on the related to the pictures. Elicit from students S-S when needed.
text and develop the answers of the questions Encourage S-T
oral fluency open class discussion. Board useful
language if necessary.

Teacher asks each group questions to lead 5 min T-S

Prediction, to the prediction task and feedback of the
personalization first task S-S
and feedback to
generate interest S-T
for the next task

5-7 min T-S

Gist Task to
Students skim the text quickly to match the S-S
develop students
figures with their meaning. Teacher times
ability to read for the students. In pairs they check their S-T
gist (general answers. I monitor and check how well they
understanding) have completed the task. Feedback:
nominate students and explore why they
chose their answers and board the right
answers.
10 min T-S

Lexis task- to help S-S

students
S-T
familiarize with Students match the definitions provided
problematic lexis with the highlighted words in the text
in the text (individually). Set 2 minutes time. In pairs
they check their answers. I monitor and see
what was more problematic and decide who
to nominate in feedback and drill
 problematic words (CCQS are available in 15 min T-S
another worksheet)
S-S

Reading for S-T

Students read the text again and then
meaning (Reading
answer the questions on the hand out given
for details ) by the teacher. Longer time limit. Students
students read read alone and underline answers in the
intensely for text, Monitor and help if necessary.
details from the Students compare their answers together
text showing each other where in the text they
have the answers. I monitor to check how
well they are completing the task.
Feedback: I will confirm answers visually 10 min S-S
and ask students why they have chosen
their answers.

Follow-up
discussion
(personalization) Have students discuss the questions would
to develop you like to live in this hotel why, why not ? .
students fluency Monitor to listen for interesting ideas for
skills in the feedback and take notes. Ask students
what they have discussed about ask follow
context of the
up questions to show interest. Give
topic , to further students feedback on their language use T-S
personalize the
text and make it 10 min S-T
more meaningful

I board what I heard from students or words

Language they struggled with and aid them with
feedback words they need to know.