Leonard Ng Leonard Ng

SMART English Week 5 Day 1
Intermediate Core level


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Main Aims

  • In this lesson, students will be able to respond to the text about memory with their own views.

Subsidiary Aims

  • In this lesson, students will also be able to practise their reading strategies to understand the text and learn at least 9 pieces of vocabulary.


Pre-Lesson Reflection (25-30 minutes) • To reflect on students' learning in Week 4

- (F2) Ss play "Backs to the Board". This is connected to the lead-in activity at a later stage. - (F3) Ss write down their reflection. Discuss. Whole class feedback.

Warmer/Lead-in (13-15 minutes) • To set lesson context and engage students

- (F1) T welcomes new student(s) and tells ss the aim of the day. - (F4-5) Ss look at the pictures on the board without writing. After 1 min, ss write down details of the pictures. Ss compare answers. Whole class feedback. T reveals the pictures again. - T asks ss who are good at remembering the details and how. - (F6) Ss discuss questions on the board. Whole class feedback. Error correction/feedback. - (F7-11) With the tips shared, ss do another memory test. Whole class feedback. Compare if the tips work. Error correction/feedback.

Pre-Reading Tasks (23-25 minutes) • To prepare students for the text and make it accessible

- (F12-13) Ss discuss the questions which are connected to the text. - (F14) Ss go around the room to match vocab and meanings. Whole class feedback. Language Analysis 1 childhood /ˈtʃaɪld.hʊd/ (n) the time when you were a child 2 emotional /ɪˈməʊ.ʃən.əl/ (adj) connected with people's feelings 3 retell /ˌriːˈtel/ (v) to tell (a story) again 4 extraordinary /ɪkˈstrɔː.dɪn.ər.i/ (adj) not normal, greater or better than normal 5 a photographic memory /ˌfəʊ.tə.ɡræf.ɪk ˈmem.ər.i/ (noun phrase) being able to remeber things in detail after seeing them. 6 not very accurate /ˈæk.jə.rət/ (adj) incorrect/with mistakes 7 previously thought /ˈpriː.vi.əs.li θɔːt/ (adj) something thought before now/before current thoughts 8 digit /ˈdɪdʒ.ɪt/ (n) any of the numbers from 0 to 9 9 middle age /ˌmɪd.əl ˈeɪdʒ/ (noun phrase) the time of your life when you are aged between 45 and 65 - (F15) Prediction. Ss look at the sentences and predict what the text is about before reading.

While-Reading #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Ss read and check their predictions. Whole class feedback. - (F16) Then, ss match the sentences/summaries with the paragraphs. Check with partners. Whole class feedback.

While-Reading #2 (13-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- (F17-18) Ss read again and answer more questions. Check with partners. Whole class feedback.

Post-Reading (18-20 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- (F19) Ss discuss the 3 questions on the board. Whole class feedback. Error correction. - (F20) Ss stand in line. T reveals a tip on improving memory. Ss must decide if it helps (Left) or hinders (Right) memory and give reasons. T nominates ss. - (F21) Ss read tips and discuss further. Whole class feedback. Delayed feedback/Error Correction. - (F22) Find someone who.

Delayed Feedback (5-7 minutes) • To provide students opportunities to reflect and correct errors

- T puts errors on the board. Ss correct and comment. - Repeat the corrected sentences chorally or individually.

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