The past and future plans
A1 level

Description

In this lesson, students will read a passage about the backgrounds and future plans of three people: their education, their family current status, and their plans to go abroad in the future. The reading passage utilizes the past and present tense, and "going to" within the context of future plans. The aim is to get students to read for gist, details, and full comprehension, and finally describe themselves in the same manner.

Materials

No materials added to this plan yet.

Main Aims

  • To provide gist, scan and detailed reading practice using a text about personal backgrounds and future plans

Subsidiary Aims

  • To provide clarification in the context of education, work and travel
  • To provide fluency in the context of talking about one's personal background and future plans

Procedure

Warmer/Lead-in (3 minutes) • To prepare the students for the prediction task and the reading passage

Talk about my own plans in the near future (using "going to") - use personal anecdotes to generate interest and ask students about their own future plans.

Pre-Reading/Listening (10 minutes) • To prepare students for the text and make it accessible

Pre-teach the necessary vocabulary within the context of future plans - try to elicit it using miming, gestures and personal anecdotes (5-6 mins). Then, show images of the people in the reading task and have students predict their background and their future plans (using "going to"). List their suggestions on the board under each image (3-4 mins).

While-Reading/Listening #1 (7-10 minutes) • To provide students with a gist reading and reading for details task

Divide students into groups. Give each group one of the three jigsaw reading passages about the background and future plans of three people: Milena (HO1) Georg (HO2) and Archie (HO3). Tell students to quickly read the text (in 2 mins), and project gist reading questions on the board: "Q1: Does he/she talk about his/her family?" (yes) "Q2: Does he/she talk about his/her education?" (yes) "Q3: Is he/she planning to travel?" (yes) Have students unfold the second part of the HO, scan the text for specific details alone (three facts about their person's past, present and future) and underline them. Students then discuss these with their group. (3-5 mins)

While-Reading/Listening #2 (12-14 minutes) • To have students read for specific details and full comprehension

-Give students HO4, and have them read the text and answer the questions alone. (3 mins) Have students peer-check their answers (1 min), then provide them with an answer key. (HO5). -Take away the answer keys and reading passages. Regroup students: assign them names of fruit (apple, banana and orange) according to their reading. Make groups with one apple, banana and an orange. Have the students ask each other the HO4 questions about their person and compare information. (5-7 mins)

Post-Reading/Listening (7-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Have students work in pairs and ask each other the questions from HO4 about themselves. (4-5 mins). FB: Nominate students from each pair to provide one detail about their partner WC. (3-4 mins)

Web site designed by: Nikue