LESSON PLAN SE 1.

1 READING (LESSON 2 OF 4)

Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
Reading (predicting what a reading is about, reading for detail, Infer meaning
Reading (predicting what the text is about, reading for general information and detail)
Speaking to compare Ss life and world with that of the writer of the passage

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
Adverbs of frequency and degree

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
No, but Ss will be comparing their world with that of the writer, who is from Finland, so
cultural differences may emerge.

Objective: Students Will Be Able To.

Read and check the accuracy of their prediction about the content of the reading, and
understand the text generally and in detail, including how often the writer does routine
things and the degree to which statements she makes are true (degree or modifying adverbs)
Discuss and compare their daily routines and world to the one described in the passage

Competencies: Which competencies in the AEF are you working toward or plan for the learners to
achieve today? (They should be adapted from the AEF to reflect the specifics of your lesson.)
Can read and understand the main points and significant details of
o texts of three or more paragraphs
o on familiar matters, including some more abstract cultural and contemporary issues
o that may contain some complex language, but are generally straightforward: e.g. encyclopedia
entries, award nominations, eye witness accounts.

When and how will I check my students progress toward the objective(s)?
I can hear and see Ss answering questions about the reading passage
I can hear Ss talking about their ideas of about their lives compared with the writers

Required materials and/or resources:

SE 1.1 Pg 8 Act 2, Pg 9 Act 1, Worksheet Handout, pencils, pens, paper

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher
competency is this related to?
The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.
The teacher stages the lessons so that what the learner learns/practices in each step prepares for the
next ones.
The teacher guides learners to understanding language.

Page 1 of 4 SE1.1 Reading Lesson Plan

Time By the end of Rationale Interaction Procedure Materials
the stage, (Why do we want P
students will our students to do a
be able to this?) tt
e
r
n
&
VAKT1
10 Demonstrate Ss need to share Ss-Ss, Ss-T, Pre-Reading Textbook
min understanding their knowledge T-Ss T asks Ss how computers are SE 1.1
of the context and experience of used to make new friends Pg 8
of the reading the topic because VA and/or to maintain Act 2 & 3
this will help them friendships. T gives Ss a
understand the minute to think, and then in
text and do the groups Ss share their ideas.
reading activities T asks Ss to look in their
more effectively. textbooks at the computer
screenshot of the heading
Ss need to know section of an email ( bottom
the context of the of Pg. 8, Act 2) and to answer
reading to help the following questions: 1)
them understand Who is the sender? 2) Who is
the text. the receiver and where might
the person live? Why do you
think so? 3) Whats the reason
for the email? Why do you
think so? 4) In addition to the
message, what does the email
include?
Ss work alone briefly and then
quickly compare their
answers.
T checks answers with whole
Predict what
class, clarifying if necessary
the reading
the meaning of
passage is Ss need to develop
correspondence and
about the skill of
keypal/penfriend.
predicting the
T tells Ss they are going to
content of a text
because it will help read the full email. T asks Ss
them be more what they think will be in the
efficient and email. T gives Ss time to
effective readers. think and then writes their
ideas on the board. (For
example, news about Kirsis
life, answers to questions
Amel asked, news about
friends they share, etc.)

5 min Read the text Effective readers T-Ss, Reading 1 Checking their Textbook
and say are able to predict Ss-Ss predictions SE 1.1
whether their what a reading T asks Ss to read the email on Pg 9
prediction was passage will be VA Pg 9 (Act 1) and to see which Act 1
correct about and then use of their predictions/guesses
the first reading to (on the board) were correct.
check their T gives Ss time to compare
predictions. their answers in pairs/groups.
T checks correct answer with
Asking Ss to read the entire class.
and find out if they
1
VAKT = Visual, Auditory, Kinesthetic, Tactile
Page 2 of 4 SE1.1 Reading Lesson Plan
 were correct is a
simple, motivating
task that gives
them an
opportunity to
practice reading
quickly for specific
information.

5 min Read the text Ss need to T-Ss, Ss-Ss Reading 2 Deepen Textbook
and answer understand the Understanding SE 1.1
general (gist) text in greater VA T gives Ss the worksheet and Pg 9
questions about depth gradually. asks Ss to read Question 1
the content They need to (Q1). Ss work in pairs to be Reading
understand it sure they understand the Text
generally first. words. T monitors.
T checks that all Ss Worksheet
understand the items in the Handout
list asking CCQs2 as necessary. Qs 1 and 2
The answers Ss T asks Ss to re-read the email
come up with allow and do Worksheet Question 2
the T to assess Ss (Q2) alone. T monitors.
understanding of
Ss compare answers in pairs.
the text.
T checks answers with the
whole class.
15 Read the text Ss need practice Ss-Ss, T-Ss Reading 3 Reading for specific Textbook
min to find specific understanding information and language SE 1.1
information to specific VAT T asks Ss to do Worksheet Q3. Pg 10
do with information in a Ss check in pairs, and T checks Act 1
frequency and text and the whole class.
degree language used to T asks Ss to look at the blue Reading
convey the box on Pg 10 of their books. T Text
information. asks: What information is in
the box? Handout
T asks Ss to do Worksheet Q4. Worksheet
Ss need to T checks Ss understand what
understand what they are to do and checks Ss Pencils
meaning frequency understand the meaning the Pens
and degree adverbs chart conveys. Paper
add to what is Ss draw frequency chart on
being
their worksheet (or in their
communicated.
copybooks). T monitors
T asks Ss to do Q5. Ss work in
Ss need to see the
adverbs in context pairs and T monitors.
to help them T writes two pairs of examples
understand how of the board: Its hot today. Pg 11
they add to the Its very hot today and His Act 7
information being shirt is expensive. His trousers
communicated. are rather expensive. T
underlines degree adverbs and
Ss understand more asks Ss what meaning they
if they find add or how they change the
answers for meaning of the original
themselves, rather sentence. T draws degree
than the teacher adverb chart on board,
explaining vertically, with degree words
everything and/or on left of arrow. T checks
telling them. Ss that Ss understand these
will learn more words change the meaning of
efficiently and the following word a little or

Page 3 of 4 SE1.1 Reading Lesson Plan

 effectively if they a lot. The T asks Ss to copy
are guided to chart into the Q6 space on
discover meaning their Worksheet or into their
and patterns. copybook.
T asks Ss to do Q7 (re-read the
email alone and underline
each use of the degree
adverbs they find (9 uses)).
Ss compare answers.
T asks Ss to do Q8.
T checks the answers to the
second part of Q8 with the
whole class. T asks Ss to
discuss in pairs/groups how
the words (adverbs) on the
two charts are similar and
different, and what
information they give.
T checks answers with the
entire class, explaining where
necessary.

15 Discuss and Ss need an Ss-Ss, T-Ss Speaking (Post-reading)

min compare their opportunity to T asks Ss individually to think
own life and explore and talk VA about and write notes on how
world to Kirsis, about differences Kirsis world (place and
and to use and similarities routine) is the same or
words of between the world different from theirs. T
frequency and in the reading and encourages Ss to use
degree as they their own. Ss also frequency and degree words.
do so need to an T monitors and helps with
opportunity to use word order and pronunciation
the language of as necessary
frequency and Ss compare their answers in
degree in a groups and discuss their ideas.
personalized Again, T encourages Ss to use
context. This will frequency and degree words.
help them better T monitors and helps with
understand the word order and pronunciation
text, the language as necessary.
and themselves. Whole class: T elicits Ss
answers from the different
groups, helping Ss with word
order and pronunciation of
frequency and degree words
as necessary.
T addresses any final
questions or comments that
came up during the
discussion.

Page 4 of 4 SE1.1 Reading Lesson Plan