LESSON PLAN 1

Teacher: Magdalena Chylińska

Class: 1 A (group 1)
Course Book: Matura Success.
Level: Pre-Intermediate
Time: 45 minutes (7:40 – 8:25)
Date: 19.04.2010
Topic: Was Fred Flintstone a vegetarian?
Timetable fit: At the previous lesson teacher introduced the topic of food and the grammar of countable and uncountable nouns. At home students were about to look through the text: ‘Was
Fred Flintstone a vegetarian?’ from page 53 and underline the words which they don’t understand.
Assumption: Students know the text.

STUDENT’S AIMS: TEACHER’S AIMS:

- to improve Ss’ reading skills: skimming, reading for detailed information; - give clear instructions;
- learn new vocabulary: types of diets and lifestyles (vegetarian, vegan, meat lover), healthy and unhealthy food; - manage time according to the lesson plan;
- to practise talking about eating habits (Vegetarians don’t eat meat. / I like coffee with cream.) - practise eliciting;
- practise listening for gist and for details; - reduce TTT;

1
 ANTICIPATED PROBLEMS AND INTERACTION AIDS
STAGE TIME PROCEDURE SPECYFIC AIMS
SOLUTIONS TYPE
1. T. greets Ss. and checks the attendance; - to check attendance; Ss may be late; - T. marks their T - whole -
Check-up 3 min. presence and continues the lesson; class;

1. Ss. play a memory game (THE ALPHABET GAME); - to review countable and Ss. may have problems with finding 1. T - whole blackboard;
- T. tells Ss that they must listen to each other carefully; T. uncountable food items; food items and wrongly use a/an/some; class;
starts by saying: “I went to the market and I bought ... an - T. allows Ss to help each other to
apple…” T. asks S. to repeat the whole phrase. think of new foodstuffs and elicit some
- T. continues giving instructions: Next S. repeats what the corrections with the use of a/an/some
first person said and adds something that starts with the next where necessary;
letter of alphabet, “I went to the market and I bought an
Warm-up 7 min
apple and... some bread.”
- The game continues with each S. repeating what previous
one said and adding next item to the shopping list;

1. T. asks Ss to open their books on p. 52 and ask Ss. if they - to arouse Ss’ interest; - Ss. did not read the text at home; T. 1. T – whole Student’s
have done their homework; - to help Ss. approach the gives them additional time to find class; Book, p. 52
2. If Ss. didn’t read the text, T. asks them to skim it; If Ss. text in a more meaningful words which they don’t know; exercise 2
have read the text, they can now ask about the vocabulary and purposeful way; - Ss. might not know the answer; - T.
Pre-reading 5 min. which they couldn’t understand; asks them which sentences are
3. T. asks one S. to read aloud the sentences from ex. 2 / 52; definitely wrong. After eliminating the
4. Ss. decide which of the sentences best summarise the incorrect Ss. be left with the correct
content of the text; one;
5. Ss. share their opinion with the T. and other Ss.;
1. T. asks Ss. to look at paragraphs 1 and 3 and decide on the - to help Ss. approach the - Ss. might not know the answer; - T. 1. T - whole Student’s
main point of each; text in a more meaningful asks them which of the sentences is class; Book, p. 52
While-reading 2. T. asks Ss. to read the two paragraphs from ex. 3 / 52; and and purposeful way; definitely the wrong one; Ss. will 2. Pair work; exercise 3
(Skimming) 3 min. in pairs decide which is missing from the text; - to help Ss. develop eliminate the incorrect sentences and
3. T. elicits why paragraph A is incorrect; reading strategies find the correct one;
(skimming);

1. T. asks Ss. to do the multiple choice activity individually; - to lead Ss. to a deeper - Ss. have problem with finding the 1. Individual Student’s
2. Ss. read the text carefully and mark their answer; analysis of the text and correct answer to particular question; - work; Book, p. 53
While-reading 3. Ss. compare their answers in pairs; decode problematic text T. tries to elicit answers from other Ss. 2. Pair work; exercise 4
10 min.
(Multiple 4. T. asks individual S. to read out their answers; passages, or eventually gives the answer on her 3. T. – whole
choice) - to explain new words; own; class;

1. T. asks Ss. to look at ex. 5; - to give Ss. controlled - Ss. may have problems with matching 1. T - whole Student’s
2. Ss. listen to four speakers talking about their diets; Their practice in using the the speakers with their diets; - T. tries class; Book, p. 53
Post-reading task is to match the speakers with their diets (a-d); target language; to elicit correct answers from other Ss. 2. Individual exercise 5;
(Listening for 6 min. 3. Ss. do the exercise individually, than T. checks the answers - to practice listening for or gives hints; work; CD
gist) with class; gist;

1. T. ask Ss. to read the statements (1-8) from ex. 6; - to give Ss. more practice - Ss. may have problems with matching 1. Individual Student’s
2. T. checks if Ss. understand all words (asks questions like in using the language; the speakers with the statements; - T. work; Book, p. 53
ex. Do you know what filling means?); - to practice listening for elicits the answer from other Ss or give 2. Pair work; exercise 6;
Post-reading Ss. ask questions about the words which they don’t know; specific information; hints; 3. T - whole CD
(Listening for 3. Ss. listen to the recording again and match the speakers class
11 min.
specific with statements which they made;
information) 5. T. check the answers with the class;

2
1. Ss. discuss questions from ex. 7/ 53 with the whole class; - to sum up the lesson; - There might be no vegetarians in the 1. T. – Ss; Student’s
2. T. asks questions like: - get the feedback; class; - T. asks different questions (see Book, p. 53
What do you think about being a vegetarian? p. 2 in PROCEDURE); exercise 7
If time
5 min. Do you know somebody who is a vegan?