Teacher School Room Level/Class T.khalid ------------------ Common core Textbook : Unit : Lesson : Reading comprehension Ecology Materials : textbook- handout – board
Date Time : Nº of 13/11/2014 45-50min students Skills focus: Mainly Reading +(speaking and writing) Seating arragement :orderly rows ☐+
Objectives
Anticipated problems : Contingency plan : « waste » may be unclear Ex : T switches on the lights at daytime
Students will be able to : 1-talk about ecology and ecology rules 2-read for the gist 3-Read for specific details
Stage
Time Activity 3min
Pre5min Reading 5min
WhileReading
3-4 Min 8min
6min
Post10-12 Reading
5min
Warm up : Word Discovery
Review (word mapping) Pre-teaching
Exercice A : choosing a title Exercise B: Matching
Exercise C (MCQ): Vocabulary Focus
Personalization: My rules
Ss copying
Personal objectives Minimize my TT
What I do / say
What I expect students to Interactio do/say n patterns
After greeting Ss, T writes on BB “FDPMPKZ” and asks Ss to read it. T: “change every letter by the letter before it. The 1st on to find it says BINGO” T circles “ecology” T:what voc is related to ecology? T writes Ss elicited answers T drops some paper and asks: “Is this a good habit?”then”what do we call this habit?”. T utters “littering and the verb is….? T presents “Waste” through antonym “save”. Both words (waste and litter are written on LEFT B “voc corner” As T hands out the worksheet and ask 1 S to read the instructions for ex;A “U have 2min to do exercise A” T elicits the right title+ writes it on BB 1 S reads the instructions for exB Demo: T asks some1 to do the 1st one T:”you got 4 min” T moves around and monitor Ss work T draws chart on BB then elicits Ss answers. Again, T asks sb to read instructions for ex C T allots 4min for Ss to read and answer and 2min for correction.
Ss find it awkward and meaningless
T asks 1 S to read the instructions for ex:D T walks between rows,monitors and intervenes when necessary. T organizes the talk/share activities and provides as many speaking chances as possible
Ss MUST draw the chart in their books bkz they’ll need it for further use later. Ss fill in the chart on their S S own Ss share –in speaking- with their mates
Ss revise the previously introduced voc through the whole unit Ss deny the act and refuses it orally Ss deduce “litter”
Ss read quickly (gist) and choose the right answer. Ss check their answers
T S T S
T S
Ss match rule 1 to picture E Ss check answers as correction proceeds
Ss refer to the text (context) to guess the meaning of the voc items given Students verify and rectify their answers
T: “in your copybooks, copy the Ss copy as required vocabulary corner and the words in exercise C” T stands at the back for spelling check
Homework PROJECT WORK: Use your ecology rules and your classmates ideas to make a poster
T S
Ss come up with “ECOLOGY”
Due time : in two weeks’ time, Teacher’s notes : posters will be collected for editing purposes before using them for speaking focus later
Unit 6: Ecology
/ Reading Comprehension
a. Mike and Sara made this poster and forgot to write the title. Choose the best title for their
poster:
1. Healthy Habits 2. Ecology Rules 3. Littering b. Read the poster and match the rules to the pictures.
1
‌
5
‌
2 3 4
…
…
6 7 8
… …
… …
c. Read again and find out what the words/phrases below mean: Put on: Recycle: Turn off:
1- wear 2- wash 3- buy 1- use something again 2- keep 3-write 1- buy 2-stop a device 3- watch
d. Draw the chart below in your exercise book. Write your ecology rules and be ready to share
them with your classmates My ecology rules I will 1……………………………………………………. 2……………………………………………………. 3……………………………………………………
I will not 1……………………………………………………. 2……………………………………………………. 3………………………………………………………