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Teacher: BELIT BRAHIM Bouhamza Secondary School

Unit: Poverty and World Resources. Level: 2nd Year lit& sci.
Sequence: Consolidation and Extension. Time Allotment: 1 hour

Lg objectives: By the end of the lesson, learners will be able to read for gist and details as well as to analyze
paragraph organization.
Skills: Reading+ Writing. Lge forms: vocabulary related to pollution, paragraph structure.
Material: Whiteboard, markers, handouts, pictures.
Competencies:
 Interpreting.
 Interacting.
 Producing.

Teacher’s Task Learners’ Task Interaction


pattern
Timing

Pre- reading:
Task 1: Expected (pupils’) answers:
Aim: to interact about pictures. 1- The picture shows a recycling symbol. T-SS
15mn IRF
The teacher directs the PPs to look at the 2- The picture actually shows the three Rs
picture one and say what the symbol symbol (reduce, reuse, recycle). It means: to
presents. reduce waste and the consumption of
Then, he shows them another picture of
resources, to reuse products and to recycle
the same symbol with written illustrations
to check their answers for the first question.
waste.
After that, he asks them about what the
symbol means.
Here, he interacts with the pps and tries
to elicit as much output as possible from
them.

While-reading: PPs read the text and check their answers and
correct them when necessary.
Task 2:
Aim: to read for gist and choose the Expected (Pupils') answers:
correct answers. A- The purpose behind writing the above
paragraph is to inform.
B- The term ‘reduce’ means both to use less T-SS
The teacher asks the PPs to read the resources and to produce less wastes.
15mn text and to choose the phrase which best C- The term ‘reuse’ implies using objects SS-
completes the given statements A-D. content
again instead to throwing them.
After giving them the necessary time D- Recycling is beneficial because it IRF&
for doing their task, the teacher removes waste, conserves natural resources Individual
interacts with the pps to get their and makes money. work
answers and provide them with
feedback and correction.

1
Here, he expands more on the topic of
other ways to reduce, reuse and recycle
waste, and tries to elicit as much output as
possible from the learners.

Task 3 :
Aim to read for details and identify the Expected (Pupils') answers:
1- Topic sentence.
T-SS
paragraph structure.
2- Supporting sentence N° 1. SS-
The teacher asks the read the text again 3- Supporting detail of the supporting sentence content
and try to complete the given table with the N° 1. IRF&
type of each sentence in the paragraph. 4- Supporting sentence N°2. Individual
15mn
5- Supporting detail of the supporting sentence work
Here, he tries first to brainstorm these N° 2.
types of sentences in a written paragraph 6- Supporting sentence N°3.
then he ensures that the pps are on task.
7- Supporting detail of the supporting sentence
Then, he interacts with them to get their N° 3.
answers and provide them with feedback 8- Concluding sentence.
and correction.

Post-reading
Aim: to discuss about essay writing.

The teacher interacts with the pps PPs interact with their teacher and with each
about essay writing starting from their other and engage in a discussion about essay
The rest writing.
of the
knowledge about paragraph writing.
time Here, he guides the discussion
towards drawing the conclusion that
T-SS
essays are composed of paragraphs just SS-SS
like paragraphs are composed of IRF&
sentences. Class
discussion