7/28/2019 Lesson Plan Correct
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Irene Zabiela Learner Profile TESOL 2
LESSON PLAN: One-to-one Lesson
Teacher: Irene Zabiela Date: 07/09/12 Time: 1 hourLevel: FCE
level Number of students: 1 Age Range: 27
Main Focus: By the end of the lesson the student will be able to
skim through a text in order to get the main ideas.
Sub-aims: 1 - Language Aims: The student will revise, as well as
being introduced to functional language for expressing opinions and
giving advice.
2 Skills and Sub-skills: Reading-Previewing and Predicting from
the text, top-down processing, skimming-; Speaking-responsive,
making
suggestions, giving opinions-.
3 - Vocabulary: The student will encounter new vocabulary about
Food and Nutrition such as fatty food, munchies, overeating,
drugs,
gut,etc; expressions to give opinions and make suggestions.
4 - Phonological Aims: Falling and rising intonation when giving
opinion and making suggestions.
Anticipated Learner Difficulties: The student may have some
difficulties with skimming texts, using specific vocabulary for
Nutrition and expressing her
opinions and giving suggestions.
It is expected that the student already know: In order to
understand the text the student should know how to manage a wide
range of verb
tenses such as present simple, present continuous, past simple
and present perfect and some lexis related to food and eating
habits.
7/28/2019 Lesson Plan Correct
2/3
Irene Zabiela Learner Profile TESOL 2
TIME STAGE LESSON CONTENT AIM STUDENT ACTIVITY TEACHER ACTIVITY
INTERACTI
ON
PATTERN
AIDS
5'
15'
20
LEAD-IN
PRE-READING
WHILE-
READING
Part 1
To introduce the topic, checkbackground knowledge and
activate content and formal
schemata.
To preteach vocabulary from
the text.
For the student to developpreviewing and predicting
strategies by reading the title,
subtitle and the first sentence toguess what the text is going
tobe about.
To skim the text
quickly to
gather the most important
information and skip irrelevantdetails in order to get the gist
of
it.
Student watches thepresentation while she
recognizes and names
introductory vocabulary.
Student guesses which theconnection among pictures
may be.
Student looks at the pictures
and tries to come up with their
meaning.
Student reads the article titles,subtitle and first sentence
to
predict what the article is
going to talk about.
St answers T/F for the
questions given .
St carries out the activity.
Student reports her answers to
the teacher.
Teacher introduces thetopic by showing some
pictures through a Ppt
template. Teacher elicits
vocabulary encouragingthe learner to participate in
the process of discovering
and understandinglanguage.Afterwards, she asks the
student how all those
pictures are connected.
Teacher shows somepictures to the student to
introduce and teach new
vocabulary from the text.
Teacher asks the student tohave a quick look to the
article but only to payattention to the title,
subtitle and first sentence.Teacher explains to the
students that she just has to
get an idea of the overall
direction of the text byreading the title,subtitle
and first sentence.
Teacher asks the student to
read the text and answerT/F questions to get the
main ideas.
Teacher monitors studentsperformance
After student finishes the
activity, T asks the student
to checks her answers
T-SS-T
T-S
S-T
T-S
IW
T-S
S-T
Ppt template
Laptop
Flash cards
Slips of paper with
the names of the
items introduced
Printed copy of the
reading text
Worksheet 1
Worksheet 2
Worksheet 3
