Universidad Catlica de la Santsima Concepcin

English Teaching Programme

Unit 4 CAN/CANT Level: A2 Date: June 13th, 2017 Length: 60 min Pre-service Teacher: Pamela Garay M.

Aims: Students will be able to recognize and use question words from a fictional patterned-text.
Learning Outcome: Students use the reading strategy of asking and answering questions to make inferences and conclusions using can/cant.
Ref Planes y Programas: OF CMO, AE

Assumed knowledge: High-frequency words like because, said and why. Content words like climb, dance, jump, paint, slide, and wash. Aids
Whiteboard, Paper,
markers, worksheet,
book (pocket
version for each)
Stages Procedure Instructions Time Interaction
What am I going to do? What am I going to say? Strategy T-Ss;Ss-Ss;etc
What are students going to do? (min)
Lead-In T projects a wordless version of the book. Hey everybody! I need your eyes on the Making inferences 8 min T-Ss
board.
T asks Ss and takes notes of what they think is What do you think is happening here? T-Ss
happening and if they know words in English to Do you know some words in English to
describe the pictures on the book. (T always describe the picture?
guides Ss to keep them on topic and to answer It is okay to answer in Spanish, but
questions) before shouting your answers think
about words in English okay?

Pre - T shows Ss the book pointing out cover, tittle, As you noticed, this is a book and this is Making Inferences 12 min T-Ss
after that, T writes the tittle on the whiteboard: he cover. This the tittle (Why cant I?)
Why cant I? Then asks students to repeat it after Repeat please.
T reads it aloud first.

T asks Ss if they have ever asked that question to Have you ever asked this question to Using previous knowledge T-Ss
their parents and what they answer. T moderates your parents? Why do you think they
the discussion. said no? What was your reaction?

T adds more vocabulary to the already written on

T gives the books to the Ss. These are our books, you will get one
each. Take care of it.
Stages Procedure Instructions Objectives Time
What am I going to do? What am I going to say? (min)
What are the students going to do?
While T shows Ss the covers of the book asking the This is your index finger but also our Finger Tracking 30 min T-Ss
student to read the title together while using their tracking finger. We will read the tittle
fingers to track the words on the text. again. This time use your finger to track
the words.

T asks a volunteer to point to the first word on Could you point out the first word on Finger Tracking T-Ss
page 3 (Why). Pointing out Ss where to read on page 3 please?
each page. Use your tracking finger.

T have Ss read from page 3 to page 5, encouraging Again, use your finger to track words. T-Ss
them to use finger tracking and asking Ss that If you are done reading pages 3 to 5, do
already read to reread the pages so they do not not continue, reread.
continue.

T models asking and answering Qs Asking Qs about a topic before and T-Ss
during reading, and then looking for the
answers while reading, will help you
understand and remember what you
read.
This how this works: When I look at a
picture on the book, I see a boy who
looks angry and I wonder why. I also
notice that the boy and his dog are very
dirty and why.
I will have to finish the story to find out.

T asks Ss if they asked any questions while Have you asked some Qs? Could Asking and answering
reading and invites them to share their questions, somebody share? questions T-Ss
accepting all the questions that Ss can justify on
the basis of the pictures and story.

T asks Ss to read the rest of the book page to page Please continue reading the rest of the Ss-Ss
while following the same steps as before. book page by page using the strategy I
showed you.
Post T asks Ss to make a small question mark next to If you do not know a word please make 25 min
the words they do not know. a tiny question mark next to it. T-Ss

T introduces and explain the worksheet. This is our worksheet. You will draw
your conclusions on it soon.

T asks Ss what words they marked in their books, Would you like to share some words
if any, T helps with meaning and pronunciation. you marked?

T asks Ss how asking and answering Qs helped How do you think asking and answering
them understand and remember the story. Qs would help you understand?
 In the worksheet I am handing you, you
T asks Ss to complete the 3rd column on the will complete only the 3rd column with Ss-Ss
worksheet. your conclusions. Ok?
Do you have to answer all the
worksheet?
Do you have to write?
Ok then! You have 15 min to do it. You
can work woth you classmate next to
you. Do not move from your assigned
spot.

Lets share now!!!!

POST LESSON COMMENTS :

How did the lesson come out in relation to what you have planned? Refer to: aims, anticipated problems, time, students motivation, organization, setting up
tasks.

What would be the aspects you need to improve in the planning and development of future lessons?

Adapted from University of Sussex