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Lesson aims:
1. At the end of the lesson the students should be better motivated to practice reading, and better able
to read for gist and detail.
2. They should also, at the end of the lesson, be better able to differentiate and use past simple,
present simple and present continuous.
Assumptions: Students will be interested in the business related subject of the reading (which touches on
outsourcing). Students will have a passive knowledge of vocab and tenses (present simple, present
continuous and past simple) needed to perform the speaking activities if they are given sufficient help.
Last lesson the students proved themselves very I'll put as much of the questions and instructions on
adept at reading tasks, but much less adept at the handouts as possible and fold over
understanding instructions. supplementary tasks to avoid confusion.
Students have problems with accuracy in speaking. I'll continue to promote self-correction in the more
controlled practice, even though this can slow things
down, to give them as much support in achieving
accuracy as possible.
Confidence in speaking also seems to be a big issue During the freer practice I'll monitor the students who
for some of the students. I suspect to be less confident about speaking in
English very closely.
I'll encourage them not to use avoidance strategies,
such as giggling and repeatedly rereading
instructions.
Using all three of the tenses that I want to focus on I'll attempt to activate each one individually in a
today together (past simple, present continuous and context that helps to differentiate it from the others.
present simple), and switching repeatedly between
them, may well be challenging.
Stage Procedure Stage Aim
name /
Time /
Interaction
Lead-in T holds up book that he has read chapter one of. T gives a short To contextualise reading
/ 5-7 mins / summary, and invites questions. as a skill to be applied
both inside and outside
T-sts T asks if students did the homework he set them last time (to buy a the class.
Penguin graded reader or similar and read chapter one).
To activate past simple,
Hopefully at least one student did. (used to describe what
books the students looked
Open class They take turns to give a summary and field questions from the at, what the characters
other students. did, etc.)
Reading T displays handout, says, “Next we're going to do more reading, To activate the present
set up and answer more questions, but before we do I want to talk about continuous tense (used to
/ 5-6 mins / the picture.” describe what is
happening in the picture,
Teacher distributes handouts. what the workers are
Open class doing, are they sitting on
Teacher asks for a volunteer. or at the desk etc.)
To activate the vocab
Volunteer describes what they see in the picture, this activity is associated with call
thrown open for the class to help the volunteer. centres.
Reading 1 T presents handout again and says, “Now let's read the text and To give students practice
/ 3-4 mins / answer the question.” at reading for gist.
T-sts ICQ 1 “What is the question?” (What kind of company does To revise/introduce
Suresh work for? [Teacher will accept either call centre or bank.]) appropriate language and
vocab for later speaking
Students do task. tasks.
st-st Pair check [Teacher says, “In groups of two...(makes groups with
hand gestures)... check your answers”]
Students do exercise
st-st Then the students are asked to pair check their answers.
St-T Feedback on task. Nominate students and ask what they have
written down.
T-sts T says, “Now unfold the bottom of the handout. Ask questions and
fill in the sections.”
Teacher demonstrates task, with students.
St-st Students do task.