Farzad Tabrizi Farzad Tabrizi

Lesson Plan 1 - TESL202
CEFR Level: CEF Level B2 (Intermediate) level

Description

In this lesson students read a text about the success story of an immigrant family and practice some reading skills as a receptive skill, then on the next part they will read the definition of culture shock which is common among immigrants and try to relate how the introduced family may have addressed the culture shock and how other immigrants can learn from them

Materials

Edit?usp=sharing?size=16&default=html Handout 01
Edit?usp=sharing?size=16&default=html Handout 02
Edit?usp=sharing?size=16&default=html Handout 02 - Answer
Edit?usp=sharing?size=16&default=html Handout 03
Edit?usp=sharing?size=16&default=html Handout 03 - Answer
Edit?usp=sharing?size=16&default=html Handout 04
Abc Delayed Error Correction Board

Main Aims

  • To provide gist and detailed reading practice using a text about cultural aspects of immigration in the context of "An Immigration Family's Success Story"

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of reading a definition of and defining culture shock and relating it to the story the students read, "An Immigration Family's success Story"

Procedure

Lead-in (4-6 minutes) • Stage aim: To set the lesson context and engage students in the topic and activate their schema (Harmer, 2015, p.303)

• T gives the "Handout 01" to Ss and wants them to work in pairs. • T tells the Ss to "Read the statements, agree or disagree with them. Discuss them with your partner" 2-3 minutes (T gives instructions by demonstrating them wherever possible) • Ss tell their opinion to the class (OCFB. Open Class FeedBack) 2-3 minutes

Gist Reading (4-6 minutes) • Stage aim: To let the students get a general understanding of the text

• T gives the "Handout 02" to Ss and tells them "You have 2-3 minutes. Read fast. Select the best title for the text" •After the Ss have done the task, T tells the Ss "Check your answers with your partner." around 1 minute ["This is partly so that they get more opportunities to work together, and partly so that when we go through the answers with the class, individual students do not get exposed as having failed at the task." (Harmer, 2015, p.303)] • T conducts OCFB and gives the answer. (T lets the Ss visually see the answer by writing up on the board or letting them see, if the media of presentation is online) 1-2 minutes

Reading for Detail (14-16 minutes) • Stage aim: To provide students with more challenging detailed, deduction and inference reading tasks

• T gives "Handout 03" to the Ss and tells them "You have 8 minutes to answer the questions" • After the Ss are done wit the task, T tells the Ss "Check your answers with your partner" 2-4 minutes (T gives instructions by demonstrating them wherever possible) [For the same reason I explained in the "Gist Reading" stage] • T conducts OCFB. (T lets the Ss visually see the answer by writing up on the board or letting them see, if the media of presentation is online) 3-4 minutes

Productive Task- Speaking (14-16 minutes) • Stage aim: To let the students practice speaking and relate culture shock to the reading topic and present them

• T gives "Handout 04" to the Ss and tells them "you have 6-8 minutes. Read the questions and talk with your partner" (T gives instructions by demonstrating them wherever possible) • T gives prompts and helps if Ss need it • T conducts OCFB, and DEC (Delayed Error Correction) 5-6 minutes

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