Lesson Plan

Teachers: Thorshor

Level: Lower Intermediate 3 Date/Time: 10:00-11:00 AM, 02/13/2023

Objectives:
Students Will Be Able To
1. Figure out the questions to which the reading paragraphs are answering
2. Write the advertisement for the selected museums/landmarks by using the question guidelines.

Theme: Read the advertisement and generate the outline of the advertisement.
Write your own advertisement for the landmark/museum/etc.

Aim/Skill/ Activity/Procedure/Stage Interactio Time

Micro- n
skill
Purpose/objective/focus: 60mi
Writing To be familiar with the writing as in answering questions n
related to the introduction of a landmark etc.

Thorshor 3.1 Pre-Stage:

● T has Ss review the content from the reading materials and
think about how to write an introduction like this. T-SS
○ Just now we read the stories of all these museums.
Do you want to visit them in person? What do you
remember about the museums again?
○ So do you think you can write like this? Actually,
you can if you follow some ways!
○ What we do today is to use the reading to help us
learn more about how to write an introduction of
the places that are interesting to readers. It is
actually not difficult!

3.2 During Stage

● T generally introduces the activity of finding the question
sequence for the reading texts.
● T gives Ss handout for the writing with questions T-SS
● T gives instructions on the task at this stage
○ So what we want to do now is actually rather
simple! Let’s do it step by step. The first step is
finding the question. What questions? The questions
that the reading passages are answering. Here I
have divided the reading texts into trunks, and for
each of the sentence trunk, it is answering a
question.
○ You will need to work in pairs. One of you holds
 side A. The other one holds side B. What you will do
is to match the sentence parts with the questions that
you think the sentence trunk is answering.
○ Let us all work together for the first part.

● T puts Ss into pairs and Ss work for 5 minutes on the task. S-S
● T provides help to individual when needed.

● T calls on each of the 3 groups for answers from the Ss S-SS

groups. T talks with Ss about the questions.

● T transitions into the next part of writing instruction.

● T talks about the general sequence of questions answered by
the texts and leads Ss to write about a NYC museum
together.
○ So from the texts we can see that there is a general
sequence in answering the questions. Which means
that when we write to introduce a museum, there is T-SS
a general sequence of guiding questions that can
help us better write it.
○ What we need to do next, is to write about a museum
in NYC, maybe the MET then. We write by
answering the questions. Then let’s put our writing
together to form a passage!

● Ss are given 10 minutes to write the intro to the MET S

● T gives help when necessary.

● T elicits sentences from individual S and put the sentences S-SS

together to form a passage.

● T asks Ss about the passage formed.

○ What do you think of the writing here? Is it good
enough? Do we need to add anything or change T-SS
anything?
● T makes changes according to Ss responses.

● T goes on to the generalization of guiding questions for

writing about a place/landmark.
● Ss are put into pairs to talk about the changes for the T-SS
questions to be a general guideline.
○ Okay so just now we have had our writing of a
museum. But usually we will need to write about
some other facilities, places, or cities, or even
countries! Are these questions enough? Are they
suitable? What are the changes that needed to be
 made?
○ Please work in pairs. Now let’s try to make this
sequence a guideline for writing about a
LANDMARK. How can we change the questions so
that they can be suitable?

● Ss are given 5 minutes to discuss.

S-SS
● T elicits responses from Ss.

3.3 Post-Stage
● T has SS close all the materials and think about the
sequence of questions that can be used for writing about a
place.
● T gives the assignment of writing about a landmark in their T-SS
home country.

1. Materials:
● Markers & PPT
● Handout 1: Writing for answering questions 1 - copies of 7
● Handout 2: Writing for answering questions 2 - copies of 7

2. Anticipated Problems & Suggested Solutions:

● Time control: A timer will be used throughout the class.
○ Reading needs plenty of time to do. The understanding of the reading is the
foundation of the later writing task.
○ Speed up the listening & only do the first part of the listening task if running late.
● Students are shy and hesitate to speak in class.
○ Ask follow-up questions and personalize the questions for individual students.
○ Pair up the students (shy) with the more active students.

3. Contingency Plans (what you will do if you finish early? need to cut LP? etc.):
● Finish Early
○ Leave more time for students to write the task. Give more error corrections.
Teachers need to generate the common mistakes the students make during
practice.
○ Give the Verb Form Handout, and practice the first serval lines with the students
during the class. (Base-past-past participle-continuous) - Handout in Google
Drive.
● Finish Late
○ If teachers are running late, cut down the group writing task of MET. (Leave it as
homework or move it to the next class.) The teacher needs to leave enough time
for the later part of generalization.