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Lesson plan for selected text as a submission for teaching practice.
Typical non-native intermediate level group. level


In this lesson, Students practice reading for specific information in the context of Parenting and children's risky play in early childhood education and care. Then they will have the chance to give their own opinion expressing agreement and disagreement.


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Main Aims

  • Students practice reading for specific information in the context of parenting and children's risky play in early childhood education and care.

Subsidiary Aims

  • To practice controlled speaking for giving opinion expressing agreement and disagreement.To provide


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T shows the picture to the group and elicits answers to the following questions: What is happening in the picture? What topic does this picture represent? SS work in pairs to discuss the questions related to the picture T receives feedback by nominating ss to answer the questions without confirming or denying them. T shows the title.

Pre-Reading/Listening (5-7 minutes) • To prepare students for the text and make it accessible

T asks to match words with meaning. Demo an example with the class. T elicits the pronunciation and corrects if appropriate. T introduces functional language for agreeing/disagreeing in small groups. Models and drills. SS do the matching exercise. T monitors and nominates SS for Feedback.

While-Reading/Listening #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T demo ordering a mixed cut –ups of paragraph. Split the class into 3 groups. T asks students to speed read the text and find and order cut-ups. SS order cut- up paragraph and find out about the overall idea and the basic structure. T asks ss to check other’s group matching, nominates for feedback.

While-Reading/Listening #2 (5-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T provides SS with example sentences to answer. T asks to individually and answers five multiple-choice comprehension questions SS complete with the appropriate choice of sentence. SS compare their answers with their partners before T reveals answer key.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T puts SS in small groups of 3 (presenter – government representative and father/Mother) and provides instructions about radio discussion. SS are given a role-card of appropriate language and asked to plan their ideas for 2 min SS are asked to practice expressing their opinion politely using functional language. T monitors throughout and noting errors for delayed error correction. Asks SS to change groups. T nominates SS to provide an overview of some opinion discussed.

Flexi Stage (3-5 minutes) • Anticipating running out of time problem.

T corrects errors collected during speaking. T ties up loose ends reviewing what has been learned

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