English Lesson Planner

Zeynep Ozka Alemdar

TP6 - Pre-Intermediate level

TP6
Pre-Intermediate level

Description

In this lesson Ss will be reading a text called 'The Cat Came Back '. They’ll do a gist reading, choosing the best subtitle of the passage and they will do a detailed reading completing the sentences with the names of the cats. Another while reading activity will be on language focus, students will find some vocabulary from the text. The post-reading activity, like pre-reading activity will focus on fluency. In groups, they will write a beginning and an ending for a cat story and they will exchange the ideas. (if time activity)

Materials

Global Pre-Intermediate Students Book

Vocabulary Review Handout

Global Pre-Intermediate Students Book

Vocabulary Review Handout

Main Aims

To provide gist reading practice using a text about cats who travelled a long distance to come home.
To provide detailed reading about cats who travelled a long distance to come home.

Subsidiary Aims

To provide clarification of sacred, common, purring, filthy, border, estimate, domestic, ability, survive, in the context of cats
To provide fluency speaking practice in a making up a story about a cat who had a journey to arrive home. in the context of cats

Procedure (30-46 minutes)

Warmer/Lead in (2-3 minutes) • To set lesson context and engage the students' interest in topic and

The teacher will ask the students "do you prefer cats or dogs?" Theywill have a small chat about their favourite pet.

Pre-teaching Vocabulary (Matching) (3-5 minutes) • To teach the students necessary vocabulary for the comprehension of the passage and the context

T will give the Ss a hand-out on which there will be some words from the passage. They will read and they will match the words with their definitions. They will work in pairs- 3 minutes for this activity.

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

Students will read the introduction to the The cat came back and discuss these two questions in pairs. -Do cats have any special meaning in your country? - In English people say that cats have nine lives. Do this expression exist in your language? since this is like a warmer to the topic, T won't correct any mistakes.

Reading for gist (5-7 minutes) • To provide students with less challenging gist

Students will read the passage in two minutes without using their dictionaries. The will choose the best title and they will check their answers in pairs. The T will elicit the correct answer.

Reading for Details (5-8 minutes) • To provide students with more challenging detailed reading tasks

Students will read the text again and they will complete the sentences with the names of the cats. Then they will check in pairs. T will elicit the correct answers.

Language focus (5-8 minutes) • To make the ss deduce the words from the context and clarify meaning, form and pronunciation of the target vocabulary.

This part is an important sub skill, deducing words form the context. Students will find the words in the text with the given meanings. The will do the activity in pairs without using their dictionaries T will monitor and elicit the correct answers.

If Time activity - Semi Controlled Practice (5-8 minutes) • To concept check further and prepare the students for free practice.

The T will provide students with the pictures of a cat story. They will have the beginning of the story but they will complete the story themselves in pairs.The teacher will monitor while the students are writing. She can give feedback to the pairs while she is monitoring.