LESSON PLAN

Școala Profesională Focuri

Teacher: Andra Elena Agafiţei
Date: 14th of December, 2016
Grade: 6th (L1)
Level: Beginner
Number of students: 21
Textbook: World Class
Module 3: Stories
Topic: Favourite Book
Lesson Type: Mixed
Skills: Integrated skills
Focus: Reading
Techniques: Pair work, individual work
Time: 50’
Method: the Communicative Approach
Aids: Board/whiteboard, chalk/markers, worksheets, pupils’ notebooks
Aims:
 To create a relaxed, non-threatening atmosphere in the classroom;
 To practise skimming and scanning;
 To reinforce the Ss’ comprehension skills through reading.
Objectives: By the end of the lesson, the students will be able to:
 Identify the main idea in a short text;
 Motivate and express their preferences for a certain book type;
 Share ideas and participate in small talks in the classroom.

Assumption: The students already know several book genres.

Possible threat(s): The students might not understand everything the teacher says, so the teacher might find herself in the position of using the
students’ mother tongue to explain certain things.

Group
Stages Time T’s activity Ss’ activity Skill Aids Purpose
interaction
1. Warm up 5’ The T enters the The Ss greet T ↔ Ss Speaking To check
classroom and greets the T and say attendance;
the children. Then, the “Present” or To check the
T calls their names, to “Here” and homework
see if all Ss are raise their
present. hands when
After that, the T asks they hear their
them “What was your names.
homework for today?” The Ss come
and invites a few Ss in in front of the
front of the class to class and
present their work. present the
The T asks their front covers
colleagues to express that they have
their opinion designed. The
regarding the book Ss express
covers. their opinion
on their
colleagues’
homework,
saying which
 cover they like
best.

Having checked the

The Ss listen To revise the
homework, the T
to the T, name already taught
writes the word
the book types notions
“book” on the
and then they Marker,
2. Lead in 3’ whiteboard and asks T ↔ Ss
draw the whiteboard To activate the
the Ss to name all
scheme in Ss’ book
book types they can
their related
remember from the
notebooks. vocabulary
previous lesson.

3. Pre-reading 5’ The T asks them if The Ss answer T ↔ Ss Speaking To prepare the

(Brainstorming they have ever read the T’s Ss for the
) certain book types and questions. reading
then writes “book” on activity
the whiteboard again.
The T asks the Ss to
think of some
adjectives that could
describe books and
writes their answers
on the whiteboard.
After that, the T tells
the Ss that they are
going to read a book
review, written by an
 8 year old child.

The T gives the Ss the

worksheets with the
text and the exercises
and asks them to
The Ss
silently read the text,
silently read
without solving the
4. Reading the text and (Silent) To practise
5’ exercises. The T waits T ↔ Ss
ask the T reading reading
for the Ss to finish
questions, if it
reading and asks them
is the case.
if there are any
unknown words, so
she can clarify their
meaning for them.

The T asks the Ss to

read the text again and
to tell her if the author The Ss read To practise
A1 liked the book or not the text again skimming, to
3’ Reading Worksheets
While-reading or if the author and answer get the general
considers that the the questions. idea
book he/she has read
is a good one.

A2 5’ After listening to their The Ss read T ↔ Ss Reading Worksheets To scan the

While-reading answers, the T asks the text and text for details
the Ss to solve, in solve the
pairs, the exercises. exercises.
 After they finish, the
T asks some Ss to read
their answers.

To encourage
group
interaction
The T tells the Ss that The Ss take
they will play a bingo the To practise
“Find
game, gives them the worksheets, a T ↔ Ss asking and
5. Post-reading Listening someone
10’ “Find someone who” pen, and start Ss ↔ Ss answering
A1 Speaking who”
worksheets and asking their questions
worksheets
explains them the colleagues
rules. questions. To lighten up
the
atmosphere

A2 10’ After a S calls The Ss listen T ↔ Ss Guided The Ss’ To practise

“Bingo!”, the T to the T and writing notebooks writing
rewards him/her by write a short
offering him/her a bar review, which Reading To practise
of chocolate. Next, the they read (aloud) reading
T asks the Ss to think aloud.
about a book they like
and, using the text that
they have read as
model, to write a
review of their own,
 giving reasons for
their choices.
After they finish, the
T asks some Ss to read
their reviews and asks
them other several
questions.

The T gives the Ss

To further
some sheets of paper
practise
containing a short
reading
description of an age-
appropriate book and The Ss read
T ↔ Ss To give the Ss
asks the Ss to read it. the text and Reading
6. Assessment 3’ Ss ↔ Ss the
After reading the text, express their Speaking
opportunity to
the Ss are asked to opinions
use the new
express their opinion
phrases from
on the book: would
the reviews
they read it? Why?
Why not?

The T praises the Ss, The Ss take To practise

thanks for their the reading
activity and asks the worksheets
7. Setting
1’ Ss to arrange the and pay Steplock Reading To develop
homework
paragraphs of a review attention to reading-
in the correct order, as the T’s comprehensio
homework. instructions. n skills