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    Access 2 U1P4 1c

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    Nhi Trần
    This 90-minute lesson plan has 3 stages: 1) A reading stage where students read about someone's favorite day and activities. They answer comprehension questions. 2) A writing stage where students are guided to write about their own favorite day using the text as a model. They plan and draft their writing in class. 3) A feedback stage where students provide peer feedback on each other's writing and the teacher provides whole-class feedback, focusing on lesson aims.

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    Access 2 U1P4 1c

    Uploaded by

    Nhi Trần
    39 views5 pages
    This 90-minute lesson plan has 3 stages: 1) A reading stage where students read about someone's favorite day and activities. They answer comprehension questions. 2) A writing stage where students are guided to write about their own favorite day using the text as a model. They plan and draft their writing in class. 3) A feedback stage where students provide peer feedback on each other's writing and the teacher provides whole-class feedback, focusing on lesson aims.

    Original Description:

    Present simple and present continuous

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    This 90-minute lesson plan has 3 stages: 1) A reading stage where students read about someone's favorite day and activities. They answer comprehension questions. 2) A writing stage where students are guided to write about their own favorite day using the text as a model. They plan and draft their writing in class. 3) A feedback stage where students provide peer feedback on each other's writing and the teacher provides whole-class feedback, focusing on lesson aims.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    39 views5 pages

    Access 2 U1P4 1c

    Uploaded by

    Nhi Trần
    This 90-minute lesson plan has 3 stages: 1) A reading stage where students read about someone's favorite day and activities. They answer comprehension questions. 2) A writing stage where students are guided to write about their own favorite day using the text as a model. They plan and draft their writing in class. 3) A feedback stage where students provide peer feedback on each other's writing and the teacher provides whole-class feedback, focusing on lesson aims.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    LESSON PLAN

    Teacher Name Date Class Length Lesson plan Page


    Ms. Nhi & Mr. Roy May 9th 87 90 mins 1c 16

    To talk about favorite activities, to learn about capital letters, to write about your
    Learning objectives
    favorite day

    Warm-up (5mins)
     Suggested activity: Mime the activity: Revise on Chores (2b)

    Stage 1

    Stage Stage Name Stage Aim


    Number
    1 READING To provide a model and useful language for writing
    Timeframe Lesson Procedure Interaction
    35 mins READING T – SS
    PRE READING SS – SS
    1. Pre-Text Discussion/Task S–S
    To introduce the text and encourage Ss to predict/think about content of the text and give SS – T
    them a reason to read the text
     Ask Ss to read the title of the unit and the text and look at the pictures and say what they think Unit
    1c is about (favorite days and free-time activities).
     To predict the content of a text (Exercise 1): Ask Ss to identify the activities in the pictures and then
    guess which ones Amy might do on Sundays.
    2. Pre-teach Lexis
    WHILE READING/LISTENING
    1. To read or listen for gist
    + To encourage Ss to listen/read for gist /general understanding to get an overview of the text
     Play the recording.
     Ss listen and follow the text in their books and check their guesses
    2. To read for specific information
    + To encourage Ss to To read for specific information (Exercise 2)
     Ask Ss to copy the table into their notebooks. Then give them time to read the text again and
    complete the table.
     Check Ss’ answers by asking various Ss to read aloud a row from their completed table.
    3. Further reading comprehension task
     Memory game: Have ss read the text on their own again, ask ss to close their book and read out
    some statements. Ss decide whether each statement is true or false
    POST READING
    1. Post-Text Discussion/Task (Optional)
     To allow an opportunity to react to the text and to provide an opportunity to personalise the
    topic
     Set discussion questions:
    What is your favourite day of the week? What do you do on that day?
    2. Learning to learn
    - Go through the Learning to learn box with Ss.
    - Read the theory aloud and ask Ss to find examples in the text. Check Ss’ answers.
    Stage Stage Name Stage Aim
    Number
    2 WRITING (WHILE-WRITING) To write a short biography
    Timeframe Lesson Procedure Interaction
    20 mins 1. Text analysis T – SS
     Have ss look at the text again and tell you which pieces of information are covered in a short SS – SS
    article about their favourite day S–S
     Ask ss to draw a table like the one in Exercise 2 SS – T

     Draw the layout/structure of writing from the reading:


    + What is your favourite day of the week?
    + What do you do on that day?
    - In the morning
    - In the afternoon
    - In the evening
    ***Ask ss to add more idea to the article
    + What time do you get up/ have breakfast/ have lunch/ ....?
    + Who do you do things with? Where?
    + Why do you like the day?
     Language for writing if any
    + Language: Activities (1a), Chores (1b)
    + Tense: present simple
    2. Writing Task:
     Use the outline to use the ideas from the table
     Give Ss enough time to write their article
     Go around and monitor the whole class
     Give Ss enough time (10 mins) to write their first draft in the writing portflio book and ask
    them to complete it at home if they don’t have enough time in class

    Stage 3

    Stage Stage Name Stage Aim


    Number
    3 FEEDBACK (POST-WRITING) To provide feedback (correct mistakes)
    Timeframe Lesson Procedure Interaction
    10 mins - T asks Ss to check their writing in group of two and provide peer feedback T – SS
    - Ss can compare their writing and talk about the content of the writing SS – SS
    - T gives Ss feedback, focusing on the lesson aims S–S
    SS – T

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